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: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
problem_activity: Task
Amy and Greg look for a method to estimate the number of leaves on a $35$ foot tree in their yard. Greg notices that the tree blocks almost all of the sunlight beneath its leaves so he thinks of the following way to estimate how many leaves are on the tree:
We can first measure the area of the ground covered by the tree.
Then we measure the area of an average leaf.
We will need to estimate how much of its area an average leaf shades and how many leaves lie over an average point under the tree.
With all of this information we should be able to get a good estimate for the number of leaves on the tree.
Amy and Greg find that the tree covers a region which is roughly a circle $30$ feet in diameter. What is the approximate area covered by the tree?
How can Amy and Greg effectively measure an irregular shape such as a tree leaf?
How can Amy and Greg effectively decide what number to multiply by to account for multiple leaves lying over the same area and leaves shading less than their full surface area?
Suppose $a$ is the approximate area underneath the tree, $b$ the average leaf area, $c$ the proportion of its area an average leaf shades, and $d$ the average number of leaves found over a spot underneath the tree. In terms of the numbers $a$, $b$, $c$, and $d$ what formula will Amy and Greg find for the number of leaves on the tree?


aligns: no