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?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Your response:
Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000674

5
options: Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Rewrite rational expressions.

Understand properties of multiplication and the relationship between multiplication and division.

Understand the connections between proportional relationships, lines, and linear equations.

Use polynomial identities to solve problems.

Work with radicals and integer exponents.

Solve systems of equations.

Perform arithmetic operations on polynomials.

Work with addition and subtraction equations.

Represent and solve problems involving multiplication and division.

Understand the relationship between zeros and factors of polynomials.

Add and subtract within 20.

Solve equations and inequalities in one variable.

Analyze patterns and relationships.

Write expressions in equivalent forms to solve problems.

Create equations that describe numbers or relationships

Gain familiarity with factors and multiples.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Interpret the structure of expressions.

Multiply and divide within 100.

Understand and apply properties of operations and the relationship between addition and subtraction.

Represent and solve problems involving addition and subtraction.

Reason about and solve one-variable equations and inequalities.

Generate and analyze patterns.

Use the four operations with whole numbers to solve problems.

Write and interpret numerical expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Use properties of operations to generate equivalent expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand solving equations as a process of reasoning and explain the reasoning.

Work with equal groups of objects to gain foundations for multiplication.
problem_activity: Task
Megan is working solving the equation $$\frac{2}{x^2-1} - \frac{1}{x-1} = \frac{1}{x+1}.$$ She says
If I clear the denominators I find that the only solution is $x = 1$ but when I substitute in $x = 1$ the equation does not make any sense.
Is Megan's work correct?
Why does Megan's method produce an $x$ value that does not solve the equation?


correct_option_index: 32