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?


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: fl_problem_000674_neg_0

5
standard_description: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
problem_activity: Warm-up
This warm-up prompts students to compare four angle measurements. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another.
Launch
Arrange students in groups of 2–4. Display the figures for all to see. Give students 1 minute of quiet think time and then time to share their thinking with their small group. In their small groups, ask each student to share their reasoning why a particular item does not belong, and together find at least one reason each item doesn’t belong.
Student Facing
Which one doesn’t belong?
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
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Activity Synthesis
Ask each group to share one reason why a particular item does not belong. Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer to the question of which one does not belong, attend to students’ explanations and ensure the reasons given are correct.
During the discussion, ask students to explain the meaning of any terminology they use, such as
arc length
and
radian
. Also, press students on unsubstantiated claims.


aligns: no