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: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
problem_activity: Narrative
This Number Talk encourages students to look for and make use of the structure of numbers in base-ten to mentally solve division problems. The reasoning elicited here will be helpful later in the lesson when students divide large numbers using increasingly more abstract strategies.
Launch
Groups of 2
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(90 \div 3\)
\(96 \div 3\)
\(960 \div 3\)
\(954 \div 3\)
Student Response
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Activity Synthesis
“How did each expression help you find the next one?”
Consider asking:
“Who can restate _______ 's reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the expression in a different way?”
“Does anyone want to add on to____’s strategy?”


aligns: no