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: Write expressions in equivalent forms to solve problems.

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

Perform arithmetic operations on polynomials.

Analyze patterns and relationships.

Represent and solve equations and inequalities graphically.

Use the four operations with whole numbers to solve problems.

Interpret the structure of expressions.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Rewrite rational expressions.

Work with addition and subtraction equations.

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

Reason about and solve one-variable equations and inequalities.

Generate and analyze patterns.

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

Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Add and subtract within 20.

Solve equations and inequalities in one variable.

Understand the relationship between zeros and factors of polynomials.

Gain familiarity with factors and multiples.

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

Solve systems of equations.

Represent and solve problems involving addition and subtraction.

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

Write and interpret numerical expressions.

Multiply and divide within 100.

Understand properties of multiplication and the relationship between multiplication and division.

Use properties of operations to generate equivalent expressions.

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

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

Use polynomial identities to solve problems.
problem_activity: Problem 1
Four expressions are shown in the chart below. For each one, write all the ways to read the expressions that you can think of.
| **             $${x+2}$$            ** |                 $${x-2}$$                 |
|----------------------------------------|-------------------------------------------|
|                                        |                                           |
|                $${2x}$$                | **             $${x\div2}$$            ** |
|                                        |                                           |
Problem 2
Two tape diagrams are shown below. The shading indicates subtraction.
[IMG]
Statements a–h below can be used to describe either Diagram 1 or Diagram 2. Match each statement to one of the diagrams.
a.   The difference of
$$4$$
and
$$m$$
b.   The difference of
$$m$$
and
$$4$$
c.
$$4$$
less than
$$m$$
d.
$$m$$
less than
$$4$$
e.
$$4$$
less
$$m$$
f.
$$m$$
less
$$4$$
g.   Subtract
$$4$$
from
$$m$$
h.   Subtract
$$m$$
from
$$4$$
Problem 3
For each verbal statement, write the algebraic expression it describes.
a.   The sum of
$$e$$
and
$$f$$
subtracted from
$$g$$
b.
$$g$$
less than the sum of
$$e$$
and
$$f$$
c.
$$g$$
more than twice
$$f$$


correct_option_index: 8