few_shots: 
Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Concept/skill: 
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Answer: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

Now, does the problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_000674_neg_0

5
standard_description: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
problem_activity: Problem 1
Josie makes 1.7 liters of lemonade. Josie’s mom tells her to split it evenly with her brother. How much lemonade, in liters, will Josie and her brother each get?
Problem 2
Here is how Mai used base-ten diagrams to calculate 0.62 ÷ 5. She started by representing 0.62.
[IMG]
She then made 5 groups, each with 1 tenth. There was 1 tenth left. She unbundled it into 10 hundredths and distributed the hundredths into 5 groups. Here is her diagram for 0.62 ÷ 5.
[IMG]
Mai should have a total of 12 hundredths, but her diagram shows only 10. Why?
She did not originally have thousandths, but in her diagrams each group has 4 thousandths. Why?
What value has Mai found for 0.62 ÷ 5?
Problem 3
Here is how Lin calculated 0.62 ÷ 5.
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "table-layout:Fixed; width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center; vertical-align:top"}, "p": [{"_attributes": {"style": "text-align: left;"}, "_value": "Lin wrote the dividend, 0.62, and the divisor, 5."}]}, {"_attributes": {"style": "text-align:center; vertical-align:top"}, "p": [{"_attributes": {"style": "text-align: left;"}, "_value": "She subtracted 5 groups of different amounts from 0.62, starting with 5 groups of 0.10, then 5 groups of 0.02."}]}, {"_attributes": {"style": "text-align:center; vertical-align:top"}, "p": [{"_attributes": {"style": "text-align: left;"}, "_value": "Lin wrote 0 to the right of the 2, which made 0.020."}]}, {"_attributes": {"style": "text-align:center; vertical-align:top"}, "p": [{"_attributes": {"style": "text-align: left;"}, "_value": "Lastly, she subtracted 5 times 0.004 from 0.020, which left no remainder."}, {"_attributes": {"style": "text-align: left;"}, "_value": "Then she added 0.100 + 0.020 + 0.004, which gave a quotient of 0.124."}]}]}, {"td": [{"_attributes": {"style": "text-align:center; vertical-align:top"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/9FyZXfKqijxVpRgv2Bc6qf_CDWBZL.png"}}]}, {"_attributes": {"style": "text-align:center; vertical-align:top"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/nxKMGc5DKRKgY6x2FVmo07_YDGM41.png"}}]}, {"_attributes": {"style": "text-align:center; vertical-align:top"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/O3iHOw3zlpAkiFdwXHFNPB_NVXARD.png"}}]}, {"_attributes": {"style": "text-align:center; vertical-align:top"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/91UkRicG3K9xdXGPqEsgOT_06NZSH.png"}}]}]}]}]}]}
Lin put a 0 after the remainder of 0.02. Why? Why does this 0 not change the value of the quotient?
What value did Lin find for 0.62 ÷ 5?
Problem 4
Solve. Show or explain your work.
27 ÷ 6
0.84 ÷ 8
18.03 ÷ 6
3 ÷ 4


aligns: no