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: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
problem_activity: Narrative
The purpose of this warm-up is to elicit observations and questions about some animals and their associated measurements, which will be useful when students create comparison statements in a later activity.
Launch
Groups of 2
Display the images.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
30 feet
[IMG]
130 inches
[IMG]
3 feet
[IMG]
Student Response
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Activity Synthesis
“The numbers tell us how high each of these animals can jump.”
Ask students to decide if each of the following statements is true or false and share their responses and reasoning:
“A rabbit can jump 10 times as high as a dolphin.”
“A dolphin can jump as high as a frog.”
“What other comparison statements can you make about how high these animals can jump?”
30 seconds: think time
1 minute: partner discussion
Share responses.
“We are going to keep thinking about making comparisons in our first activity today.”


aligns: yes