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, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: fl_problem_000674_pos_0

5
standard_description: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
problem_activity: Narrative
The purpose of this activity is for students to write equations for multiplication situations and diagrams using a symbol for the unknown number. When students write an equation to represent a situation, including a symbol for the unknown number, they model a situation with mathematics (MP4).
Students find an unknown factor or unknown product in multiplication problems. In this task, the unknown factor diagrams and situations only include the “how many groups” problem type and the factors 2, 5, and 10. This sets students up to skip-count to find the unknown number.
This problem type will be revisited extensively in future lessons and will be related to division. It is not necessary to make the connection to division now. In the synthesis students explain how the equations they wrote represent the diagram or situation.
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details were important or most useful to pay attention to. Display the sentence frame, “The next time I write an equation with an unknown number, I will . . . .“
Supports accessibility for: Visual-Spatial Processing
Launch
Groups of 2
Activity
“Now you will practice writing your own equations with a symbol for the unknown.”
2–3 minutes: independent work time
“Share your equations with your partner. Discuss how you know each equation matches the diagram or situation.”
2–3 minutes: partner discussion
Have a whole-class discussion focused on how the equations match the different representations.
Consider asking:
“How did you use the representations to write an equation with a symbol for the unknown?” (I looked for what was missing in the diagram. I thought about the situation to figure out if it was the number in each group, the number of groups, or the total that was missing.)
“Now find the missing number in each equation and write a new equation that includes the solution.”
3–5 minutes: partner work time
Student Facing
Write an equation to represent each diagram or situation. Use a symbol for the unknown. Be prepared to share your reasoning.
Find the number that makes each equation true. Rewrite the equation with the solution.
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Student Response
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Advancing Student Thinking
If students write an equation without a symbol for the unknown number, consider asking:
“How does your equation represent the diagram (or situation)?”
“How could you show the number that was unknown with a symbol?”
Activity Synthesis
“What strategies did you use to find the unknown numbers?” (I counted by 2 to get the total. I counted by different numbers until I found a number that gave me the product.)
“How did each equation change as you found the unknown number?” (The symbol was replaced with the number.)


aligns: no