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: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
problem_activity: Narrative
The purpose of this activity is for students to draw two diagrams that represent a unit fraction of a unit fraction. Students work with the same unit fractions in both diagrams. The directions were intentionally written to encourage students to partition a unit square in different ways. Students initially partition the square into thirds in the first problem and into fourths in the second problem. Students may complete the diagrams in a way that makes sense to them. During the synthesis, students will connect both of the diagrams to the expressions
\(\frac {1}{4} \times \frac {1}{3}\)
and
\(\frac {1}{3} \times \frac {1}{4}\)
.
Launch
Groups of 2
Activity
2 minutes: Independent work time
10 minutes: partner work time
Monitor for students who:
draw diagrams like those in the student responses
recognize that both diagrams have the same amount shaded
can explain the different ways they partitioned each diagram
Student Facing
Show
\(\frac{1}{3}\)
of the square.
Shade
\(\frac{1}{4}\)
of
\(\frac{1}{3}\)
of the square.
How much of the whole square is shaded?
[IMG]
Show
\(\frac{1}{4}\)
of the square.
Shade
\(\frac{1}{3}\)
of
\(\frac{1}{4}\)
of the square.
How much of the whole square is shaded?
[IMG]
How are the diagrams the same and how are they different?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students do not identify how much of the whole square is shaded, ask: “How can you adapt your diagram to show how many pieces would be in the whole square?”
Activity Synthesis
Ask previously selected students to share their responses in the order given.
“How are the diagrams the same?” (They both have
\(\frac {1}{4}\)
and
\(\frac {1}{3}\)
in them. They both have
\(\frac {1}{12}\)
of the whole square shaded.)
“How are the diagrams different?” (In one diagram, I started by showing
\(\frac {1}{3}\)
of the square and then shaded in
\(\frac {1}{4}\)
of
\(\frac {1}{3}\)
. In the other diagram, I started by showing
\(\frac {1}{4}\)
of the square and then shaded in
\(\frac {1}{3}\)
of
\(\frac {1}{4}\)
.)
Display:
\(\frac{1}{12}\)
,
\(\frac{1}{4}\times\frac{1}{3}\)
,
\(\frac{1}{3}\times\frac{1}{4}\)
“How do the diagrams represent these expressions?”
Adapt diagrams as needed in order to show all three expressions.
“How do we know that both squares have the same amount shaded?” (They both have
\(\frac {1}{12}\)
shaded.)


aligns: no