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?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Your response, in json format:
{
  "explanation": "This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.",
  "answer": "C"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000674

5
options: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
problem_activity: Activity
This activity gives students first-hand experience in relating ratios of time and distance to speed. Students time one another as they move 10 meters at a constant speed—first slowly and then quickly—and then reason about the distance traveled in 1 second.
Double number lines play a key role in helping students see how time and distance relate to constant speed, allowing us to compare how quickly two objects are moving in two ways. We can look at how long it takes to move 10 meters (a shorter time needed to move 10 meters means faster movement), or at how far one travels in 1 second (a longer distance in one second means faster movement).
Along the way, students see that the language of “per” and “at this rate,” which was previously used to talk about unit price, is also relevant in the context of constant speed. They begin to use “meters per second” to express measurements of speed.
As students work, notice the different ways they use double number lines or other means to reason about distance traveled in one second.
Teacher Notes for IM 6–8 Accelerated
Adjust the timing of this activity to 20 minutes.
Launch
Before class, set up 4 paths with a 1-meter warm-up zone and a 10-meter measuring zone.
[IMG]
Arrange students into 4 groups, with one for each path. Provide a stopwatch. Explain that they will gather some data on the time it takes to move 10 meters. Select a student to be your partner and demonstrate the activity for the class.
Share that the experiment involves timing how long it takes to move the distance from the start line to the finish line.
Explain that each person in the pair will play two roles: “the mover” and “the timer.” Each mover will go twice—once slowly and once quickly—starting at the warm-up mark each time. The initial 1-meter-long stretch is there so the mover can accelerate to a constant speed before the timing begins.
Demonstrate the timing protocol as shown in the task statement.
Stress the importance of the mover moving at a constant speed while being timed. The warm-up segment is intended to help them reach a steady speed. To encourage students to move slowly, consider asking them to move as if they are balancing something on their head or carrying a full cup of water, trying not to spill it.
Alternatively, set up one path and ask for two student volunteers to demonstrate while the rest of the class watches.
Representation: Internalize Comprehension.
Begin with a physical demonstration of the activity. Highlight connections between prior understandings about using number lines to show how time and distance relate to constant speed.
Supports accessibility for: Conceptual processing; Visual-spatial processing
Student Facing
Your teacher will set up a straight path with a 1-meter warm-up zone and a 10-meter measuring zone. Follow the following instructions to collect the data.
[IMG]
​
The person with the stopwatch (the “timer”) stands at the finish line. The person being timed (the “mover”) stands at the warm-up line.
On the first round, the mover starts moving
at a slow, steady speed
along the path. When the mover reaches the start line, they say, “Start!” and the timer starts the stopwatch.
The mover keeps moving steadily along the path. When they reach the finish line, the timer stops the stopwatch and records the time, rounded to the nearest second, in the table.
On the second round, the mover follows the same instructions, but this time, moving
at a quick, steady speed
. The timer records the time the same way.
Repeat these steps until each person in the group has gone twice: once at a slow, steady speed, and once at a quick, steady speed.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "your slow moving time (seconds)"}, {"_attributes": {"scope": "col"}, "_value": "your fast moving time (seconds)"}]}]}], "tbody": [{"tr": [{"td": [{}, {}]}]}]}]}
After you finish collecting the data, use the double number line diagrams to answer the questions. Use the times your partner collected while you were moving.
Moving slowly:
[IMG]
Moving quickly:
[IMG]
Estimate the distance in meters you traveled in 1 second when moving slowly.
Estimate the distance in meters you traveled in 1 second when moving quickly.
Trade diagrams with someone who is not your partner. How is the diagram representing someone moving slowly different from the diagram representing someone moving quickly?
Student Response
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for free access to Student Response.
Anticipated Misconceptions
Students may have difficulty estimating the distance traveled in 1 second. Encourage them to mark the double number line to help. For example, marking 5 meters halfway between 0 and 10 and determining the elapsed time as half the recorded total may cue them to use division.
Activity Synthesis
Select students to share who used different methods to reason about the distance traveled in 1 second. It may be helpful to discuss the appropriate amount of precision for their answers. Dividing the distance by the elapsed time can result in a quotient with many decimal places; however, the nature of this activity leads to reporting an approximate answer.
During the discussion, demonstrate the use of the phrase
meters per second
or emphasize it, if it comes up naturally in students’ explanations.  Discuss how we can use double number lines to distinguish faster movement from slower movement. If it hasn't already surfaced in discussion, help students see we can compare the time it takes to travel the same distance (in this case, 10 meters) as well as the distance traveled in the same amount of time (say, 1 second).
Explain to students that when we represent time and distance on a double number line, we are saying the object is traveling at a constant speed or a constant rate. This means that the ratios of meters traveled to seconds elapsed (or miles traveled to hours elapsed) are equivalent the entire time the object is traveling. The object does not move faster or slower at any time. The equal intervals on the double number line show this steady rate.
Representing: MLR7 Compare and Connect.
As students share different approaches for reasoning about distance traveled in 1 second, ask students to identify "what is the same and what is different?" about the approaches. Help students connect approaches by asking "Where do you see the measurement of speed '____ meters per second' in each approach?" This helps students connect the concept of rate and a visual representation of that rate.
Design Principle(s): Maximize meta-awareness


correct_option_index: 2