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 each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
problem_activity: Warm-up
This warm-up begins where students left off at the end of the previous lesson, considering how to multiply strategically to “clear the denominators” in a rational equation. The purpose of this warm-up is to elicit the idea that when multiplying to clear denominators, we only need to multiply by the least common denominator shared by the different terms in the expression. This idea will be used in the following activities as students solve rational equations and investigate extra solutions that sometimes arise in the solving process.
While students may notice and wonder many things about these images, the multiplication by
\(x(x+2)\)
and not
\(x(x+2)^2\)
(the result of multiplying together all the denominators) is the important discussion point.
Launch
Display the partially solved equation for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice and wonder with their partner, followed by a whole-class discussion.
Student Facing
What do you notice? What do you wonder?
\(\displaystyle \begin{align} \frac{3}{x(x-2)} &= \frac{2x+1}{x-2} \\ \frac{3}{x(x-2)} \boldcdot x(x-2) &= \frac{2x+1}{x-2} \boldcdot x(x-2) \\ 3 &= 2x^2 + x \\ 0 &= 2x^2+x-3 \\ \end{align}\)
Student Response
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Activity Synthesis
Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to respectfully disagree, ask for clarification, or point out contradicting information. If students do not recall or have not heard the phrase “clearing the denominators” for this type of multiplying, tell them it is a useful description for the first few steps shown.
If time allows, have students finish solving for
\(x\)
by either using the quadratic formula or factoring (-1.5, 1).


aligns: no