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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Count to 100 by ones and by tens.
problem_activity: Narrative
The purpose of this warm-up is for students to count by 10 to 100. Although students see the written sequence of numbers, they are not required to identify numbers beyond 20 until Grade 1.
Launch
“Let’s count to 100 by 10.”
Record as students count.
Count to 100 by 10 2-3 times.
Activity
“What patterns do you see?”
1-2 minutes: quiet think time
Record responses.
Student Response
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Activity Synthesis
“Take turns counting to 100 by 10 with your partner.”
“We will keep practicing counting to 100 by 10.”


correct_option_index: 2