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: Perform arithmetic operations on polynomials.

Write and interpret numerical expressions.

Gain familiarity with factors and multiples.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Generate and analyze patterns.

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

Interpret the structure of expressions.

Multiply and divide within 100.

Use polynomial identities to solve problems.

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

Analyze patterns and relationships.

Solve systems of equations.

Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.

Create equations that describe numbers or relationships

Represent and solve problems involving addition and subtraction.

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

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

Work with equal groups of objects to gain foundations for multiplication.

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

Solve equations and inequalities in one variable.

Rewrite rational expressions.

Work with addition and subtraction equations.

Represent and solve equations and inequalities graphically.

Use the four operations with whole numbers to solve problems.

Reason about and solve one-variable equations and inequalities.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Add and subtract within 20.

Use properties of operations to generate equivalent expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for making a ten when adding within 20. The numbers chosen lend themselves to making a ten to find the value of the sum. These understandings help students develop fluency and will be helpful later in this lesson when students make a ten when adding one-digit numbers and two-digit numbers.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and methods.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(8 + 2\)
\(8 + 5\)
\(9 + 8\)
\(7 + 6\)
Student Response
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Activity Synthesis
“How could
\(8 + 2\)
help you to find the value of
\(8 + 5\)
?” (I can add 2 to 8 to get to 10, and then I have 3 more to add.
\(10 + 3\)
is 13.)


correct_option_index: 31