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: Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.

Represent and analyze quantitative relationships between dependent and independent variables.

Use polynomial identities to solve problems.

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

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

Generate and analyze patterns.

Reason about and solve one-variable equations and inequalities.

Write and interpret numerical expressions.

Multiply and divide within 100.

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

Use properties of operations to generate equivalent expressions.

Write expressions in equivalent forms to solve problems.

Solve equations and inequalities in one variable.

Solve systems of equations.

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

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

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

Add and subtract within 20.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Analyze patterns and relationships.

Rewrite rational expressions.

Represent and solve equations and inequalities graphically.

Gain familiarity with factors and multiples.

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

Understand the relationship between zeros and factors of polynomials.

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

Interpret the structure of expressions.

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

Use the four operations with whole numbers to solve problems.

Perform arithmetic operations on polynomials.

Understand properties of multiplication and the relationship between multiplication and division.
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare equations. In addition to calculating the value of each expression, students also think about the structure of each expression, including both the operations and the numbers (MP7). In the synthesis, students compare an equation with addition and an equation with subtraction to focus student attention on comparing operations and reasoning about the relationship between addition and subtraction.
Launch
Groups of 2
Display image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
\(10 = 6 + 4\)
\(16 - 5 = 11\)
\(11 = 6 + 4 + 1\)
\(3 + 8 = 11\)
Student Response
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Activity Synthesis
Display equations B and C.
“How are the equations the same? How are they different?” (They both have the value 11. The first equation uses subtraction while the second one uses addition. The 11 is on the right hand side in the first equation and on the left hand side in the second equation. In the second equation 11 is written using three numbers and there are only two in the first equation.)


correct_option_index: 19