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

Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

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

Perform arithmetic operations on polynomials.

Create equations that describe numbers or relationships

Generate and analyze patterns.

Solve systems of equations.

Interpret the structure of expressions.

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

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

Work with addition and subtraction equations.

Represent and solve problems involving addition and subtraction.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Write and interpret numerical expressions.

Represent and solve problems involving multiplication and division.

Multiply and divide within 100.

Use polynomial identities to solve problems.

Add and subtract within 20.

Solve equations and inequalities in one variable.

Understand the relationship between zeros and factors of polynomials.

Rewrite rational expressions.

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Analyze patterns and relationships.

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

Work with radicals and integer exponents.

Represent and solve equations and inequalities graphically.

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

Write expressions in equivalent forms to solve problems.
problem_activity: Narrative
The purpose of this activity is for students to develop mathematical questions about their school community. This walk could also take place on the playground or in the local community.
MLR8 Discussion Supports.
Synthesis: As students share their questions, include a drawing or annotation to clarify any questions about context. Invite students to notice common language used in mathematical questions such as: how many, how much, which, more than, taller than, etc.
Advances: Speaking, Representing
Required Materials
Materials to Gather
Clipboards
Paper
Launch
Give each student a clipboard with a blank piece of paper.
“We’re going to take another walk around the school. Your job is to think of math questions that you would like to answer about our school. Use your recording sheet to help you remember what questions you have.”
Activity
15 minutes: whole-class school walk
Student Facing
What math questions do you have about our school?
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
Invite students to share their questions.
Record student questions on an anchor chart. Keep the chart display during the next activity.


correct_option_index: 17