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: Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.
problem_activity: Warm-up
The mathematical purpose of this activity is for students to compare different distributions using shape, measures of center, and measures of variability. This warm-up prompts students to compare four distributions representing recent bowling scores for potential teammates. It gives students a reason to use language precisely (MP6) and gives you the opportunity to hear how they use terminology and talk about characteristics of the images in comparison to one another.
Launch
Arrange students in groups of 2–4.
Student Facing
Each histogram shows the bowling scores for the last 25 games played by each person. Choose 2 of these people to join your bowling team. Explain your reasoning.
Person A
mean: 118.96
median: 111
standard deviation:​ ​32.96
interquartile range: 44
[IMG]
Person B
mean: 131.08
median: 129
standard deviation: 8.64
interquartile range: 8
[IMG]
Person C
mean: 133.92
median: 145
standard deviation: 45.04
interquartile range: 74
[IMG]
Person D
mean: 116.56
median: 103
standard deviation: 56.22
interquartile range: 31.5
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask each group to share one bowler they would choose and their reasoning. If none of the groups select a certain player, ask why this player was not chosen or to give reasons why another team may want this player on their team. Since there is no single correct answer to the question of which one does not belong, attend to students’ explanations and ensure the reasons given are correct. During the discussion, ask students to explain how they used the statistics given as well as the histograms.


aligns: no