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: Apply trigonometry to general triangles.

Understand similarity in terms of similarity transformations.

Understand and apply the Pythagorean Theorem.

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

Prove theorems involving similarity.

Experiment with transformations in the plane.

Find arc lengths and areas of sectors of circles.

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

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

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

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

Reason with shapes and their attributes.

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

Define trigonometric ratios and solve problems involving right triangles.

Analyze, compare, create, and compose shapes.

Apply geometric concepts in modeling situations.

Understand congruence in terms of rigid motions.

Prove geometric theorems.

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

Understand and apply theorems about circles.

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

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

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

Make geometric constructions.

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

Use coordinates to prove simple geometric theorems algebraically.

Explain volume formulas and use them to solve problems.
problem_activity: Activity
In the previous activity, students calculated the scaled distances they would need to create a scale drawing, but did not actually create the scale drawing. In this activity, they create two different scale drawings of the state of Utah and notice how the scale impacts the drawing. One of the reasons choice of a scale is important is that we want to see the appropriate level of detail within a fixed space.
Launch
Display the outline of Utah and ask students “What do you notice? What do you wonder?”
[IMG]
Ask students to describe the shape: a rectangle with a smaller rectangle removed in the upper right corner.
Give students 5–6 minutes of quiet work time followed by whole-class discussion.
Student Facing
A rectangle around Utah is about 270 miles wide and about 350 miles tall. The upper right corner that is missing is about 110 miles wide and about 70 miles tall.
Make a scale drawing of Utah where 1 centimeter represents 50 miles.
Make a scale drawing of Utah where 1 centimeter represents 75 miles.
How do the two drawings compare? How does the choice of scale influence the drawing?
Student Response
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Anticipated Misconceptions
Some students may get a shape that is not closed or does not have right angles if they did not measure carefully enough. Prompt them to double-check their measurement for a particular side of the state if you can easily tell which side is drawn incorrectly.
Students may think that a scale of 1 centimeter to 50 miles will produce a smaller scale drawing than a scale of 1 centimeter to 75 miles (because 50 is less than 75). Ask them how many centimeters it takes to represent 75 miles if 1 centimeter represents 50 miles (1.5) and how many centimeters it takes to represent 75 miles if 1 centimeter represents 75 miles (1).
Activity Synthesis
Ask students what the two scale drawings share in common. Answers include: they both represent Utah, they both have the same shape, and they both can be used to measure distances in the actual state of Utah.
Ask students how the two scale drawings differ. The one at a scale of 1 centimeter to 50 miles is larger than the one at a scale of 1 centimeter to 75 miles.
Some students may notice that the scale drawing at a scale of 1 centimeter to 75 miles is actually a scaled copy of the other drawing, with a scale factor of 1.5. If so, ask them to share their observation linking scale drawings with scaled copies.
Representation: Internalize Comprehension.
Use color coding and annotations to highlight connections between representations in a problem. For example, annotate a display of the two scale drawings to make visible what the drawings share in common, and how they differ.
Supports accessibility for: Visual-spatial processing
Reading, Speaking: MLR3 Clarify, Critique, Correct.
Before presenting the correct scale drawings of Utah, present an incorrect drawing and written explanation. For example, present a rectangle approximately 5.4 cm wide and 7 cm tall that is missing an upper right corner which is approximately 1.4 cm wide and 2.2 cm tall, and provide the statement: “Since 1 cm represents 50 miles, I divided 110 and 70 each by 50, and got 2.2 and 1.4. The small rectangle that is missing is 2.2 cm tall and 1.4 cm wide.” Ask students to identify the error, critique the reasoning, and revise the statement so that the drawing is a scale drawing of Utah. This will remind students about the characteristics of scale drawings discussed in previous lessons and how to determine whether a drawing qualifies as a scale drawing of an actual object.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness


correct_option_index: 7