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: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this warm-up is to elicit student ideas for how a tape diagram could be used to represent a Take From problem involving lengths. This will be useful when students solve story problems in the context of length in a later activity. While students may notice and wonder many things about these images, the connections students make between the image, the tape diagram, and the equation are the important discussion points.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
[IMG]
[IMG]
\(54 - 16 = {?}\)
Student Response
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Activity Synthesis
“What do you think the diagram and the ribbon could have in common?” (Maybe the 54 is cm or in, so 16 is how much of the ribbon is being cut off.)
“What could the question mark represent?” (The longer part of the ribbon after it is cut. It represents the value of
\(54-16\)
.)


aligns: no