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: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Represent and interpret data.

Geometric measurement: understand concepts of angle and measure angles.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Measure and estimate lengths in standard units.

Relate addition and subtraction to length.

Tell and write time.

Work with time and money.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Convert like measurement units within a given measurement system.

Describe and compare measurable attributes.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Classify objects and count the number of objects in each category.

Measure lengths indirectly and by iterating length units.
problem_activity: Narrative
The purpose of this activity is for students to find combinations of coins with a value of 100 cents and understand that a dollar is the same as 100 cents. They add within 100 by grouping like coins, using a ten, or using counting on strategies. They find coin combinations that add up to 100 cents or 1 dollar and write the leftover amount as cents. This work builds on students’ understanding of a hundred.
Engagement: Develop Effort and Persistence.
Chunk the tasks by question and check in with students to provide feedback and encouragement after each question. Look for the students to be using a strategy and ask them to verbalize their solution to ensure they are on the right track.
Supports accessibility for: Language; Organization
Required Preparation
Add a dollar bill to the money poster showing the front and back to display in the launch.
Launch
Groups of 2
Display the poster with the dollar added.
[IMG]
“We just saw that there are many different ways to use coins to make 100 cents. One dollar is also the same as 100 cents.”
“If I have a dollar and I found a quarter, how much money would I have?” (125 cents or \$1 and 25¢)
30 seconds: quiet think time
Display a dollar and a quarter and write $1 and 25¢.
[IMG]
“When you write dollar amounts you use the \$ symbol. Use the ¢ symbol for the amount that cannot be grouped to make a dollar.”
Activity
“Now, you are going to work with a partner to make dollars and cents.”
10 minutes: partner work time
Monitor for students who show Priya's money in different ways to share in the Lesson Synthesis.
Student Facing
[IMG]
Andre emptied his pockets and found these coins.
[IMG]
How much money does he have? Show your thinking.
Han emptied his pockets and found these coins.
[IMG]
How much money does he have? Show your thinking.
Priya has $1 and 18¢ in her pocket.
If Priya only had coins in her pocket, what coins could she have?
Represent Priya’s coins:
If Priya had 1 dollar bill and some coins, what coins could she have?
Represent Priya's money:
Student Response
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Advancing Student Thinking
If students show the value of Andre and Han's coins only in cents, consider asking:
“How did you find the total value of the coins?”
“How many dollars does _______ have? How many leftover cents would he have?”
“How could you say how much money _______has using dollars and cents?”
Activity Synthesis
“I noticed that when you were creating a coin collection for Priya, there were different solutions.”
“How is it possible that everyone represented the same amount of money?” (Different coins can show the same amount, but you need a different number of coins.)
Invite students to share different combinations of coins they used to make $1.
Share and record responses.


correct_option_index: 7