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: 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.

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

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

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

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

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

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.

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.

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.

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: Activity
Now that students have some experience drawing and interpreting histograms, they use histograms to compare distributions of two populations. In a previous activity, students compared the two dot plots of students in a keyboarding class—one for the typing speeds at the beginning of the course and the other showing the speeds at the end of the course. In this activity, they recognize that we can compare distributions displayed in histograms in a similar way—by studying shapes, centers, and spreads.
Launch
Arrange students in groups of 2. Give students 4–5 minutes of quiet work time and 1–2 minutes to share their responses with a partner.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their reasoning. For example, “Histogram ___ represents the heights of _______ players because . . .”, and “I agree/disagree because . . .”
Supports accessibility for: Language; Social-emotional skills
Student Facing
Professional basketball players tend to be taller than professional baseball players.
Here are two histograms that show height distributions of 50 male professional baseball players and 50 male professional basketball players.
Decide which histogram shows the heights of baseball players and which shows the heights of basketball players. Be prepared to explain your reasoning.
[IMG]
Write 2–3 sentences that describe the distribution of the heights of the basketball players. Comment on the center and spread of the data.
Write 2–3 sentences that describe the distribution of the heights of the baseball players. Comment on the center and spread of the data.
Student Response
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Activity Synthesis
Select a few students to share their descriptions about basketball players and baseball players. After each student shares, ask others if they agree with the descriptions and, if not, how they might revise or elaborate on them. In general, students should recognize that the distributions of the two groups of athletes are quite different and be able to describe how they are different.
Highlight the fact that students are using approximations of center and different adjectives to characterize a distribution or a typical height, and that, as a result, there are variations in our descriptions. In some situations, these variations might make it challenging to compare groups more precisely. We will study specific ways to measure center and spread in upcoming lessons.
Representing, Writing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to revise and refine their written responses to the questions about describing the distribution of heights of basketball and baseball players. Ask students to meet with 2–3 partners, to share and get feedback on their responses. Provide listeners with prompts for feedback that will clarify the descriptions about the distributions shown in the histograms (e.g., “What details about the histograms are important are important to describe?”). Finally, give students time to revise their initial written responses to reflect input they received. This will help students write descriptions of the center and spread of distributions displayed in histograms using precise language.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness


correct_option_index: 7