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: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
problem_activity: Narrative
The purpose of this activity is for students to choose an algorithm or other strategy to add within 1,000. Students should attend to the details of numbers in the problems that could indicate whether a particular strategy or algorithm is most useful. The important thing is that students choose an algorithm or strategy that they can use efficiently and accurately for the given problem.
Engagement: Develop Effort and Persistence.
Check in and provide each group with feedback that encourages collaboration and community. For example, check that students are staying on task, using math vocabulary, and sharing how they solved the problem.
Supports accessibility for: Social-Emotional Functioning
Launch
Groups of 2
“We’ve been learning about addition algorithms for the last few lessons. Recall that an algorithm is a set of steps that works every time as long as the steps are carried out correctly. But, you know lots of ways to add numbers and lots of representations for showing your work like base-ten diagrams, number lines, and writing words or equations. If it’s not a set of steps that would work every time, we call it a strategy.”
“In this activity, you’re going to have an opportunity to find the value of each of these sums using an algorithm or other strategy of your choice.”
Activity
“Find the value of each sum. Later, you’ll have a chance to share your work.”
7-10 minutes: independent work time
Identify students who used the same strategy to add and those who used different strategies.
Choose a few problems for students to discuss. Consider selecting
\(264 +359\)
(the second expression) and
\(399 + 499\)
(the last expression), which lend themselves to be evaluated with an algorithm and another strategy, respectively.
“Find a partner that added the same way you did. Discuss your reasoning.”
1-2 minutes: partner discussion
“Now find a partner who found the sum in a different way from you. Discuss your reasoning.”
2-3 minutes: partner discussion
Repeat the discussion with 1-2 expressions or as many as time permits.
Student Facing
Use a strategy of your choice to find the value of each sum. Show your reasoning. Organize it so it can be followed by others.
\(199 + 348\)
\(264 + 359\)
\(203 + 75\)
\(316 + 198\)
\(399 + 499\)
[IMG]
Student Response
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Activity Synthesis
Invite 4-5 students to share a strategy or algorithm that someone they talked to used.
“What strategies or algorithms do you want to practice more?”


aligns: no