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 multiply multi-digit whole numbers using the standard algorithm.

Answer: 
Yes. This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.

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_pos_0

5
standard_description: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
problem_activity: Warm-up
The purpose of this warm-up is for students to revisit ideas they learned in the previous lesson about balanced hangers:
You can add or subtract the same thing on each side and the hanger stays in balance.
You can divide each side by the same number and the hanger stays in balance.
Launch
Give students 2 minutes of quiet work time followed by a whole-class discussion.
Student Facing
Figures A, B, C, and D show the result of simplifying the hanger in Figure A by removing equal weights from each side.
[IMG]
Here are some equations. Each equation represents one of the hanger diagrams.
\(2(x + 3y) = 4x + 2y\)
\(2y = x\)
\(2(x + 3y) + 2z = 2z + 4x + 2y\)
\(x + 3y = 2x + y\)
Write the equation that goes with each figure:
A:
B:
C:
D:
Each variable (
\(x\)
,
\(y\)
, and
\(z\)
) represents the weight of one shape. Which goes with which?
Explain what was done to each equation to create the next equation. If you get stuck, think about how the hangers changed.
Student Response
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Anticipated Misconceptions
Some students may think a variable stands for more than one object. Tell these students that a variable only stands for one object, as it also only represents one number.
Activity Synthesis
Ask students to explain how they decided on the matching equation. As students discuss the final questions, highlight responses that emphasize the same objects being removed from each side creates the next figure in line. The exception to this is the move from Hanger B to Hanger C, where the number of objects on each side is halved. Ask students to explain why this is an okay move, even though different objects are being removed from each side (1 square and 3 triangles on the left, 2 squares and 1 triangle on the right). Refer to MLR 2 (Collect and Display).


aligns: no