few_shots: 
Example:
Concept/skill: 
Fluently multiply multi-digit whole numbers using the standard algorithm.

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?


Answer: 
Yes. This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: fl_problem_000674_pos_0

5
standard_description: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = �� ÷ 3, 6 × 6 = ?.
problem_activity: Narrative
The purpose of this How Many Do You See is to support students in gaining fluency with sums within 10. In this activity, students have an opportunity to notice and make use of structure (MP7) because they can use the structure of the 10-frame. Students can also determine how many dots they would need to add to fill the 10-frame.
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time
Activity
Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Repeat for each image.
Student Facing
How many do you see?
How do you see them?
[IMG]
[IMG]
[IMG]
[IMG]
Student Response
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Activity Synthesis
“Did anyone see the dots the same way but would explain it differently?”


aligns: no