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: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
problem_activity: Problem 1
You and a friend are going for a run along a path. You both run at the same exact speed, but your friend starts 100 yards ahead of the starting point which is where you start.
The graph below is a sketch of your and your friend’s distance traveled from the starting point over time. When will you and your friend be the same distance from the starting point? Explain your answer using the graph.
[IMG]
Problem 2
Graph the system of equations below.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${y={1\\over3}(x-6)}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${6y=2x-12}$$"}]}]}, {"_attributes": {"style": "text-align:center"}, "img": [{"_attributes": {"alt": "", "src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/09/23/slice-1-2022-09-23t114209772.png", "style": "width: 375px; height: 380px;"}}]}]}]}]}]}
Anika was not sure how to interpret the graph of the system. She thought that since there was only one line visible in the graph then there were no solutions to the system of equations. Do you agree with Anika's reasoning? Explain why or why not.
Problem 3
Consider the equation
$$y = \frac{2}{5} x + 1$$
. Write a second linear equation to create a system of equations that has:
a.   Exactly one solution
b.   No solutions
c.   Infinite solutions


aligns: no