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: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
problem_activity: Warm-up
In this warm-up, students reason about the volume and dimensions of a cylinder based on information given about a sphere of the same height. The purpose of this warm-up is for students to recognize when they do not have enough information to reach a single answer. While they can determine the height of the cylinder, the radius is completely undefined, which means the volume of the cylinder could be anything.
Launch
Give students quiet work time followed by a whole-class discussion.
Student Facing
A cylinder and sphere have the same height.
If the sphere has a volume of
\(36\pi\)
cubic units, what is the height of the cylinder?
What is a possible volume for the cylinder? Be prepared to explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students may not understand why the second problem talks about “possible” volumes if they assume the radius of the cylinder is the same as the sphere. Ask these students to explain how they found the radius of the cylinder to help them notice that the problem never gives that information.
Activity Synthesis
Ask students to share how they calculated the height of the cylinder. If any students made a sketch, display these for all to see.
Select at least 5 students to give a possible volume for the cylinder and record these for all to see. Ask students,
“Why do we not know what the volume of the cylinder is?” (We don’t know the radius, only the height, so the volume could be anything.)
“Is knowing the height of a sphere enough information to determine the volume?” (Yes. The volume of a sphere is based on the radius, which is half the height.)
Tell students that in the next activity, they will investigate how changes to the radius of a sphere changes the volume of the sphere.


aligns: yes