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: Work with addition and subtraction equations.

Generate and analyze patterns.

Solve equations and inequalities in one variable.

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

Solve systems of equations.

Gain familiarity with factors and multiples.

Reason about and solve one-variable equations and inequalities.

Perform arithmetic operations on polynomials.

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

Rewrite rational expressions.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving addition and subtraction.

Create equations that describe numbers or relationships

Multiply and divide within 100.

Represent and solve equations and inequalities graphically.

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

Analyze patterns and relationships.

Understand the relationship between zeros and factors of polynomials.

Write and interpret numerical expressions.

Write expressions in equivalent forms to solve problems.

Use polynomial identities to solve problems.

Add and subtract within 20.

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

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

Interpret the structure of expressions.

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

Represent and solve problems involving multiplication and division.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.
problem_activity: Stage 2: Factors 1–9
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Multiplication and Division Stage 2 Gameboard

Narrative
Students multiply using factors of 1–9. Partner A chooses two numbers and places a paper clip on each number. They multiply the numbers and place a counter on the product. Partner B moves one of the paper clips to a different number, multiplies the numbers, and places a counter on the product. Students take turns moving one paper clip, finding the product, and covering it with a counter.
Additional Information
Each group of 2 needs 25 two-color counters and 2 paper clips.


correct_option_index: 17