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: Count to tell the number of objects.

Know number names and the count sequence.

Compare numbers.
problem_activity: Narrative
The purpose of this warm-up is to allow students to connect language to mathematical representation, which will be useful when students need to compare quantities and numbers in later activities. In the synthesis, students have the opportunity to practice using the language “more” to compare quantities.
This warm-up gives students opportunities to make sense of a problem by acting it out first before thinking about how to solve the problem (MP1).
Launch
Groups of 2
Display and read the story.
“What is the story about?”
30 seconds: quiet think time
Share responses.
Read the story again.
“How can you act out this story?”
30 seconds: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share responses.
Choose a way to represent the story as a class.
Read the story together.
Student Facing
Lin and her brother are setting the table for dinner.
Lin put 8 cups on the table.
Her brother put 6 plates on the table.
Did Lin or her brother put more things on the table?
[IMG]
Student Response
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Activity Synthesis
“Did Lin or her brother put more things on the table? How do you know?” (Lin put more things on the table. When we acted it out, there were 2 plates that did not have any cups, so there were more plates. 8 is more than 6.)
“Tell your partner about 8 and 6 using ‘more.’” (8 is more than 6.)
“8 plates is more than 6 cups. 8 is more than 6.”


correct_option_index: 2