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?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Your response:
Thought: This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.
Answer: C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000674

5
options: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to make sense of the structure of a Take From, Result Unknown story problem. Students have access to connecting cubes or two-color counters and 10-frames, which they may choose to use strategically to represent and solve the problem (MP5). Some students may apply the ideas from the previous unit where they related subtraction to counting back. As students share their methods, the teacher records their thinking. It is important for the teacher to focus attention on the expression during the activity synthesis. Although some students may attempt to write equations and do so accurately, this representation will be the focus in a later lesson.
Students keep their books closed for the launch of the activity, as the teacher displays and reads the problem.
MLR8 Discussion Supports.
Synthesis: Display sentence frames to support whole-class discussion: “_____ and _____ are the same/alike because . . .” and “_____ and _____ are different because . . .” Encourage students to use these sentence frames to compare and contrast representations.
Advances: Speaking, Conversing
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
Display the image from the warm-up.
“This is a picture of a library. Talk to your partner about what you know and what you wonder about libraries.”
3 minutes: partner discussion
Share and record what students know and wonder about libraries.
"We are going to solve a lot of story problems about libraries."
Display and read the numberless story.
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
If not already mentioned, ask, “Are there more or fewer kids at the library after some go home?”
Activity
Ask students to open their books.
Read the problem with numbers.
2 minutes: independent work time
“Share your thinking with your partner.”
2 minutes: partner discussion
Monitor for students who solve or represent the problem in the following ways:
objects
drawings
count back
an expression (
\(9 - 2\)
)
Student Facing
Some kids were at the library.
Then some of the kids went home.
What do you notice?
What do you wonder?
[IMG]
There were 9 kids at the library.
Then 2 of the kids went home.
How many kids are at the library now?
Show your thinking using drawings, numbers, or words.
Student Response
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Advancing Student Thinking
If students use more or fewer than nine objects to represent the kids at the library, consider asking:
“How did you choose how many connecting cubes to take out?”
“There are nine kids at the library. Which connecting cubes show the nine kids? Which connecting cubes show the two kids that went home?”
Activity Synthesis
Invite previously identified students to share in the order listed above.
“How are these representations the same? How are they different?”
If needed, display
\(9 - 2\)
.
“How does this expression match the story problem?”


correct_option_index: 0