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 equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
In this activity, students reason about the relative size of decimals by locating them on a number line. As in a previous activity, they rely on their experience of locating fractions on a number line and the relationship of the decimal values relative to 0 and 1.
If desired and logistically feasible, consider carrying out the activity on a giant number line rather than on paper.
Stretch a long strip of tape across a wall, at least 8 or 10 feet long. Partition the tape into 12 equal intervals, using shorter pieces of tape as tick marks. Label the locations of 0 and 1.
Give each group of students 2–3 dot stickers, 4–5 sticky notes, and a thick marker.
Ask each group to write (on sticky notes) labels for two of the tick marks, with one sticky note for each label.
Assign each group one or two of the eight decimals in the second problem. Ask them to locate their assigned decimals on the number line, using dot stickers to mark the location and sticky notes to label them.
Action and Expression: Internalize Executive Functions.
Synthesis: Invite students to plan a strategy, including the tools they will use, for the first two steps of the activity. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Organization, Social-Emotional Functioning
Launch
Groups of 3–4
Activity
If creating a giant number line, lead the activity as outlined in the Activity Narrative. Otherwise, ask students to work with their group on the first two problems.
Pause and discuss:
how students knew where to put each decimal
how the number line could help us see the least and greatest
“Take a few quiet minutes to complete the rest of the activity.”
5–6 minutes: independent work time
Student Facing
Label each tick mark on the number line with the number it represents.
[IMG]
Here are eight numbers.
0.10
0.40
0.80
1.10
0.15
0.45
0.75
1.05
Locate and label each number on the number line.
Which number is greatest? Which is least? Explain how the number line can help determine the greatest and least numbers.
Locate and label these numbers on the number line.
0.24
0.96
0.61
1.12
0.08
[IMG]
Use two numbers from the previous questions to complete each comparison statement so that it is true.
________ is greater than _______.
________ is less than _______.
________ is the greatest number.
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
Students may be unsure whether to label the tick marks between 0 and 1 in terms of tenths or hundredths, or whether to use fraction or decimal notation. Consider asking: “What labels might be helpful for locating the decimals in the activity?”
Activity Synthesis
Select students to display their completed number lines (showing the locations of five additional decimals).
Invite the class to agree or disagree with the locations of the point and discuss any disagreements.
Select other students to share their comparison statements and how they know each statement is true.


aligns: no