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?


Topic options: 
A. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
D. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
G. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.


Your response:
Thought: This set of problems involves performing operations, specifically multiplication, on multi-digit whole numbers in base ten.
Answer: D

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_000674

5
options: Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
problem_activity: Narrative
The purpose of this activity is for students to try the algorithms they saw earlier in the lesson. The important thing is that they combine hundreds and hundreds, tens and tens, and ones and ones, which should be a familiar idea from grade 2. The synthesis provides an opportunity to show a different way of recording newly composed tens and hundreds when compositions are required, which will be discussed in more detail in subsequent lessons. Provide access to base-ten blocks for students to use to support their reasoning about the algorithms, in case requested.
Students analyze and improve a given explanation of how to find a sum, filling in details and using more precise language to explain the calculation more fully (MP3, MP6).
This activity uses
MLR3 Clarify, Critique, Correct
.
Advances: reading, writing, representing
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Organization, Social-Emotional Functioning
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
“Now you are going to have a chance to try the algorithms that Lin and Han used in the last activity. Take a minute to think about which algorithm you want to use for each problem.”
1 minute: quiet think time
Activity
“Work with your partner to try an algorithm to find the value of each sum.”
5 minutes: partner work time
Monitor for students who use Lin’s algorithm and Han's algorithm on the last problem.
Student Facing
Try using an algorithm to find the value of each sum. Show your thinking. Organize it so it can be followed by others.
\(475 + 231\)
\(136 + 389\)
\(670 + 257\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Select previously identified students to share their work on the last expression.
MLR3 Clarify, Critique, Correct
Display the following partially correct answer and explanation:
[IMG]
I added the ones, the tens, and then hundreds.
Read the explanation aloud.
“What is unclear?”
1 minute: quiet think time
2 minute: partner discussion
“With your partner, work together to write a revised explanation.”
Display and review the following criteria:
Explanation for each step
Words such as: first, next, then
3–5 minute: partner work time
Select 1–2 groups to share their revised explanation with the class. Record responses as students share. (Sample explanation: First, I stacked the numbers vertically. Then, I added the ones to get 7 and recorded a 7 below the ones place. Next, I added 70 and 50 and got 120. I recorded 20 below the 7 and 100 below the 20. I added 600 and 200 to get 800 and recorded that below the 100. Then I added and wrote 927 as the answer.)
“What is the same and different about the explanations?” (Both explanations say that they added the ones, tens, and hundreds, but the revised explanation gives more detail about how to record each step.)
“How is this way of recording this work the same or different from Han’s method in the first activity?” (Han would record 120 in the second row where we record the tens. It was 12 tens, but that’s the same as 1 hundred and 2 tens. We could record 100 on one line and 20 on the next line.)


correct_option_index: 10