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: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
problem_activity: Narrative
The purpose of this activity is for students to participate in a gallery walk in which they see a variety of ways the flat shapes have been sorted. Student discuss with their partner what they notice about how their classmates sorted the shapes (MP3).
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Display each group's work from the previous activity.
Launch
Groups of 2
“We are going to do a gallery walk to look at different ways we have sorted the flat shapes. Talk with your partner about what you notice about the work. See if you can tell how they sorted the shapes. Record how they sorted in your book.”
Activity
3 minutes: partner work time
“Now we will all move so we can see how a different group sorted the shapes.”
3 minutes: partner work time
Repeat as time permits.
Student Facing
Group 1: They sorted
Group 2: They sorted
Group 3: They sorted
[IMG]
Student Response
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Activity Synthesis
“In what different ways did we sort the shapes?”
As each different way is mentioned, ask the group that sorted in that way to explain how they decided which shapes belonged in each category.


aligns: yes