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?


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.

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: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare features of expressions and equations. When students compare the drawing, expression, and equations, they must use language precisely to describe how each is the same or different (MP6). Listen to the language students use to describe the different characteristics of each expression and equation and connect students' language to the new terms, factor and product, that are introduced in the synthesis.
Launch
Groups of 2
Display the image, expression, and equations.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn't belong?
A
[IMG]
B
\(3\times5\)
C
\(2\times5 =10\)
D
\(7 + 8 = 15\)
Student Response
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Activity Synthesis
“How is C different from the other ways we’ve represented equal groups before?” (It has an equal sign. It’s an equation.)
“C is a multiplication
equation
because it contains a multiplication symbol and the equal sign.”
“There are words that help us talk about different parts of the multiplication equation. The
factors
are the numbers being multiplied. The
product
is the result of multiplying some numbers. In the equation in C, the numbers 2 and 5 are the factors. The product is 10. Keep these words in mind today as we work with other multiplication equations.”


aligns: yes