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

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

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

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

Multiply and divide within 100.

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

Represent and solve equations and inequalities graphically.

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.

Add and subtract within 20.

Perform arithmetic operations on polynomials.

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

Use polynomial identities to solve problems.

Solve systems of equations.

Gain familiarity with factors and multiples.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with addition and subtraction equations.

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

Analyze patterns and relationships.

Generate and analyze patterns.

Reason about and solve one-variable equations and inequalities.

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

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

Write and interpret numerical expressions.

Represent and solve problems involving addition and subtraction.

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Interpret the structure of expressions.

Represent and solve problems involving multiplication and division.

Rewrite rational expressions.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

Understand the relationship between zeros and factors of polynomials.

Work with radicals and integer exponents.
problem_activity: Problem 1
Jenny buys 2 feet of string. If this is one-third the amount she needs to make a bracelet, how many feet will she need?
a.   Draw a diagram to represent the problem.
b.   Write an expression to represent the problem.
c.   Find how many feet of string Jenny needs.
Problem 2
a.   Match each division expression (cut out from
Template: Fraction Division Sort
) with a situation (cut out from
Template: Fraction Division Sort
). Some expressions do not have a matching situation.
b.   Answer each question. Be prepared to share your reasoning.
Problem 3
a.   Write a story context that can be solved using the expression
$${2\div{1\over4}}$$
.
b.   Write a story context that can be solved using the expression
$${{1\over3}\div4}$$
.


correct_option_index: 23