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: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
problem_activity: Narrative
In this warm-up, students practice estimating a reasonable angle measurement based on their knowledge of angles so far and their familiarity with clocks. Later in the unit, students will take a closer look at the angles in an analog clock and apply their understanding of angles to solve more sophisticated problems.
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time
Activity
1 minute: partner discussion
Record responses.
Draw an arc to show the clockwise turn of the minute hand from the hour hand (label the
\(143^\circ\)
measurement with an arc).
“Your estimate should show the size of this angle in degrees. If you need to, revise your estimates.”
As needed, record any revisions.
Student Facing
How many degrees is the angle formed by the long hand and the short hand of the clock?
[IMG]
Make an estimate that is:
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too low"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "about right"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too high"}]}]}, {"tr": [{"td": [{"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}]}]}]}]}
Student Response
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Activity Synthesis
Consider asking:
“Is anyone’s estimate less than _____? Is anyone’s estimate greater than _____?”
“How did you go about making an estimate? How did you know that _____ must be too low and _____ must be too high?”
“Based on this discussion does anyone want to revise their estimate?”
Consider revealing the actual measurement:
\(143^\circ\)
.


aligns: no