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: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
problem_activity: Narrative
In this warm-up, students practice estimating a reasonable answer using known information, rounding, and multiplicative reasoning strategies. For example, students may create a diagram and arrive at
\(7 \times 7 \times 7 \times 7\)
as an estimate of the number of fish. Then, they may approximate
\((7 \times 7) \times (7 \times 7)\)
with
\(50 \times 50\)
, or estimate
\((7 \times 7 \times 7) \times 7\)
with
\((50 \times 7) \times 7\)
or
\(350 \times 7\)
. Some students may notice that the question is vague and asks, “How many are going to the park?” rather than “How many people are going to the park?” and account only for the number of children and teachers in their estimation. If students ask for clarification, ask them to make their own assumptions and explain why they made those assumptions when they share their estimates.
Launch
Groups of 2
Display the description.
Activity
“What is an estimate that’s too high? Too low? About right?”
2 minutes: quiet think time
1 minute: partner discussion
Record responses.
Student Facing
Seven teachers are going to the park.
Each teacher is taking 7 students.
Each student is bringing 7 fishbowls.
Each fishbowl has 7 fish.
[IMG]
How many are going to the park?
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
Consider asking:
“Is anyone’s estimate less than 500? Greater than 5,000?”
“Did anyone include the number of teachers and students in their estimate?”
Invite students to share their estimation strategies. After each explanation, ask if others reasoned the same way.
Consider revealing the actual value of 2,457 teachers, students, and fish.


aligns: no