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: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
problem_activity: Task
Materials
Completed monthly weather recording sheet
[IMG]
Crayons
Sentence strips with frames (see below)
Student worksheet
Actions
Every day for a month the students record the weather by shading in an appropriate box on the recording sheet (attached).
At the completion of a month of school, the teacher projects the completed recording sheet using a document projector (if working with the whole class) or shows it to the students (if working in a small group setting).
The teacher asks the students to count how many days in the month each type of weather occurred, writing the number by the type of weather.
The teacher or another student asks questions like these:
How many rainy days did we have this month?
How many more rainy days did we have than sunny days?
How many days did we record the weather?
Students compose answers to the questions using sentence frames like these:
In September there were ___  ______ days
There were ___ more ________ days than ________ days
There were ___ fewer _________ days than _______ days
We recorded ____ days of weather altogether.
Both numbers and types of weather are used to fill in the blanks.  Students pair up and share an idea for each sentence frame; then the teacher chooses a student to fill in one of the frames orally, while it is recorded onto the sentence frame.
The students copy the data from the recording sheet onto their worksheet to create their own graph. The teacher may need to model this for the students the first time they do it.
The students choose a sentence based on the completed frames to match each of the weather pictures given.  So, for the sunny picture a student could write, "There were 5 more sunny days than rainy days," or "There were 12 sunny days in September."  The frame of "We recorded ___ days of weather altogether" could be stated orally, or added at the bottom of the recording sheet to be filled in. The teacher may need to model this for the students the first time they do it.


correct_option_index: 0