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: Understand congruence in terms of rigid motions.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Make geometric constructions.

Experiment with transformations in the plane.

Use coordinates to prove simple geometric theorems algebraically.

Find arc lengths and areas of sectors of circles.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Reason with shapes and their attributes.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Apply trigonometry to general triangles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Classify two-dimensional figures into categories based on their properties.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply geometric concepts in modeling situations.

Analyze, compare, create, and compose shapes.

Understand and apply the Pythagorean Theorem.

Visualize relationships between two-dimensional and three-dimensional objects.

Translate between the geometric description and the equation for a conic section.

Prove geometric theorems.

Understand and apply theorems about circles.

Understand similarity in terms of similarity transformations.

Prove theorems involving similarity.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Explain volume formulas and use them to solve problems.

Define trigonometric ratios and solve problems involving right triangles.
problem_activity: Warm-up
The purpose of this warm-up is to assess students’ understanding of the volume of a cylinder. Students learned that the volume of either a cylinder or prism is found by multiplying the area of the base by its height. In this warm-up, students are given information to find the area of a cylinder’s base, but they are not given the height. Students propose a volume for the cylinder and explain why it works. Since the diameter of the base is 8, the area of the base is
\(16\pi\)
.
If students have trouble getting started, ask them:
“Do you have enough information to calculate the area of the base?”
“What is the radius?”
Identify students who use these strategies:
find the area of the base first then set up the equation
\(V=16\pi h\)
.
choose a specific value for
\(h\)
then solve for the volume.
Launch
Arrange students in groups of 2. Tell students that in a previous lesson, they learned how to find the volume of a cylinder if they know the cylinder’s radius and height. Draw their attention to where volume formulas are displayed in the classroom as the unit progresses. Give students 1–2 minutes of quiet work time followed by time to explain their reasoning to their partner. Follow this with a whole-class discussion.
Student Facing
What is a possible volume for this cylinder if the diameter is 8 cm? Explain your reasoning.
[IMG]
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
The goal of this discussion is for students to communicate how the height of a cylinder is related to its volume. Invite students to share their solutions and their reasoning. Record and display the dimensions and volumes of cylinders that correspond to solutions given by students.


correct_option_index: 8