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: Use polynomial identities to solve problems.

Work with radicals and integer exponents.

Write and interpret numerical expressions.

Represent and solve equations and inequalities graphically.

Represent and solve problems involving multiplication and division.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Write expressions in equivalent forms to solve problems.

Solve systems of equations.

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

Reason about and solve one-variable equations and inequalities.

Solve equations and inequalities in one variable.

Multiply and divide within 100.

Represent and solve problems involving addition and subtraction.

Add and subtract within 20.

Rewrite rational expressions.

Generate and analyze patterns.

Use the four operations with whole numbers to solve problems.

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

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

Create equations that describe numbers or relationships

Interpret the structure of expressions.

Perform arithmetic operations on polynomials.

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

Analyze patterns and relationships.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Gain familiarity with factors and multiples.

Understand the relationship between zeros and factors of polynomials.

Work with addition and subtraction equations.

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

Use properties of operations to generate equivalent expressions.

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

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
problem_activity: Narrative
The purpose of this activity is for students to collaborate and create a Notice and Wonder activity that involves equal groups. Students find an image in a book or from another source and anticipate what other students might notice and wonder about the image.
Engagement: Develop Effort and Persistence.
Invite students to generate a list of shared expectations for group work. Record responses on a display and keep visible during the activity.
Supports accessibility for: Social-Emotional Functioning
Required Materials
Materials to Gather
Picture books
Required Preparation
Each group of 3-4 needs picture books to use as they create their Notice and Wonder activity.
Launch
Groups of 3 - 4
Give each group access to picture books.
“Work with your group to create a Notice and Wonder activity about equal groups.”
Activity
15 minutes: small-group work time
Student Facing
Find an image that would encourage your classmates to notice and wonder about equal groups.
Write down the possible things students might notice and wonder about your image.
Students may notice:
Students may wonder:
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
“What questions do you still have about creating your Notice and Wonder?”
Give students a few minutes to make adjustments, if needed.


correct_option_index: 4