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: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Narrative
The purpose of this activity is for students to find the missing value in equations involving a whole number and a fraction. They find missing factors or products to make equations true. Many of the problems encourage students to think in steps, interpreting a fraction
\(\frac{a}{b}\)
in terms of division by the denominator and multiplication by the numerator.
Representation: Internalize Comprehension
. Synthesis: Invite students to identify which details were most important to solve the problems. Display the sentence frame: “The next time I solve multiplication problems of a whole number by a fraction, I will pay attention to . . . .“
Supports accessibility for: Conceptual Processing, Memory
Launch
Groups of 2
Activity
5–8 minutes: independent work time
1–2 minutes: partner discussion
Monitor for:
partners who use different strategies.
students who are challenged but persevere and arrive at a viable solution.
Student Facing
Fill in the blanks to make each equation true. Be prepared to explain your reasoning.
\(\frac{1}{3} \times 18 =\underline{\hspace{0.7cm}}\)
\(\frac{7}{9} \times \underline{\hspace{0.7cm}} = \frac{21}{9}\)
\(\frac{1}{15} \times \underline{\hspace{0.7cm}} = 2\)
\(9 \times  6 \frac{2}{3}  = \underline{\hspace{0.7cm}} \)
\(14 \frac {99}{100} \times 10 = \underline{\hspace{0.7cm}} \)
\(7 \frac {3}{5} \times 6 = \underline{\hspace{0.7cm}}\)
\(4 \times 6 \frac {9}{10} = \underline{\hspace{0.7cm}}\)
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
If students do not get the correct solution for the missing factor problems, ask “How would you represent this expression with a diagram?”
Activity Synthesis
Ask previously selected students to share their responses.
“What was different about you and your partner's strategies?”
“Which problem did you find most challenging and why?”
“Which problem made the most sense to you and why?”


aligns: yes