few_shots: 
Example:
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.

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: 
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 is 'aligned' with the given Common Core standard in Mathematics.

shot_info: fl_problem_000674_neg_0

5
standard_description: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)
problem_activity: Warm-up
This warm-up is the first time students are asked to find
\(A\%\)
of
\(B\)
when
\(B\)
is not 100 or 1.
Students may approach the problem in a few different ways, with or without filling in values on the provided double number line diagram. For example, they may understand from the fundraising context of the problem that \$40 is 100% because it is the amount of the goal. From there, they may simply find half of \$40 for the 50% value and add that value to \$40 to find the 150% value. Other students may use equivalent ratio reasoning to calculate the value at 50% and 150%. As students work, notice the different strategies used and any misconceptions so they can be addressed during discussion.
Launch
Remind students that in the previous lesson, we found percentages of 100 and of 1 using double number lines. Explain that in this lesson we will find percentages of other numbers. Give students 2 minutes of quiet work time, and follow with a whole-class discussion. Encourage students to create a double number line to help them answer the questions if needed.
Student Facing
Each of three friends—Lin, Jada, and Andre—had the goal of raising
$
40. How much money did each person raise? Be prepared to explain your reasoning.
Lin raised 100% of her goal.
Jada raised 50% of her goal.
Andre raised 150% of his goal.
Student Response
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Anticipated Misconceptions
Students may be surprised by a percentage greater than 100. If they are puzzled by this, explain that Andre raised more money than the goal.
Activity Synthesis
Consider displaying this double number line for all to see.
[IMG]
Invite a few students to share their solving strategies. One way to highlight the different techniques students use is to invite several students to explain how they calculated the amount of money raised by Andre. We can find 150% of 40 in several ways. For example, we can add the values of 50% of 40 and 100% of 40. We can also reason that since
\(100 \boldcdot (1.5) = 150\)
then
\(40 \boldcdot (1.5) = 60\)
, which means \$60 is 150% of \$40.
If not uncovered in students’ explanations, explain that we are finding percentages of \$40, since this number—not 100 cents or 1 dollar—is the fundraising goal for the three friends. Since 100% of a goal of \$40 is \$40, the 100% and \$40 are lined up on the double number line.
Students who relied on the visual similarity between, for example, \$0.25 is 25% of 1 dollar in the previous lesson find this strategy unworkable here (as \$50 is not 50% of \$40). To encourage students to use their understanding of equivalent ratios to reason about percent problems, ask the class to explain—either when the above misconception arises or as a closing question—why \$50 is not 50% of \$40, but 50% of 100 cents is 50 cents.


aligns: no