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: Perform arithmetic operations on polynomials.

Understand the relationship between zeros and factors of polynomials.

Analyze patterns and relationships.

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

Generate and analyze patterns.

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

Gain familiarity with factors and multiples.

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

Write and interpret numerical expressions.

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

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

Represent and solve equations and inequalities graphically.

Multiply and divide within 100.

Work with addition and subtraction equations.

Use properties of operations to generate equivalent expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve equations and inequalities in one variable.

Create equations that describe numbers or relationships

Work with radicals and integer exponents.

Write expressions in equivalent forms to solve problems.

Analyze and solve linear equations and pairs of simultaneous linear 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.

Solve systems of equations.

Interpret the structure of expressions.

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

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

Use polynomial identities to solve problems.

Rewrite rational expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Understand solving equations as a process of reasoning and explain the reasoning.
problem_activity: Stage 4: Within 100 with Composing
Required Preparation
Materials to Copy
Blackline Masters
Number Puzzles Digit Cards
Number Puzzles Addition Stage 4 Gameboard

Narrative
Students use digit cards to make addition and subtraction equations true. They work with sums and differences within 100 with composing and decomposing. Each digit card may only be used one time on a page.


correct_option_index: 15