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: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
problem_activity: Optional activity
This activity extends the work with rectangles and fractions to continued fractions. Continued fractions are not a part of grade-level work, but they can be reasoned about and rewritten using grade-level skills for operating on fractions (MP8). In particular, the insight that
\(\frac{1}{\frac{a}{b}}=\frac{b}{a}\)
(a special case of invert and multiply) is helpful.
In this activity, students consolidate their understanding about how the greatest common factor of the numerator and denominator of a fraction can help them write an equivalent fraction whose numerator and denominator have greatest common factor 1—sometimes called “lowest terms.”
Launch
Arrange students in groups of 2. Students work alone and compare their work with a partner.
Consider a quick warm-up like this:
Write a fraction that is equal to each expression:
\(3+\frac15\)
\(\frac{1}{3+\frac15}\)
\(2+\frac{1}{3+\frac15}\)
Representation: Develop Language and Symbols.
Eliminate barriers and provide concrete manipulatives to connect symbols to concrete objects or values. For example, provide students with access to the four large rectangles prepared on graph paper.
Supports accessibility for: Visual-spatial processing; Fine-motor skills
Student Facing
Accurately draw a 37-by-16 rectangle. (Use graph paper, if possible.)
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
How many squares of each size are there?
What are the dimensions of the last square you drew?
What does this have to do with
\(2+\frac{1}{3+\frac15}\)
?
Consider a 52-by-15 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(3+\frac{1}{2+\frac17}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 52 and 15?
Consider a 98-by-21 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(4+\frac{1}{1+\frac{7}{14}}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 98 and 21?
Consider a 121-by-38 rectangle.
Use the decomposition-into-squares process to write a continued fraction for
\(\frac{121}{38}\)
. Verify that it works.
What is the greatest common factor of 121 and 38?
Student Response
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aligns: no