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?


Topic options: 
A. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
D. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
G. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.


Your response, in json format:
{
  "explanation": "This set of problems involves performing operations, specifically multiplication, on multi-digit whole numbers in base ten.",
  "answer": "D"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_000674

5
options: Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
problem_activity: Narrative
The purpose of this activity is to examine subtraction cases in which non-zero digits are subtracted from zero digits. In some cases, students could simply look at the digit to the left of a 0 and decompose 1 unit of that number. But in other cases, the digit to the left is another 0 (or more than one 0), which means looking further to the left until reaching a non-zero digit. Students learn to decompose that unit first, and then move to the right, decomposing units of smaller place values until reaching the original digits being subtracted. The problems are sequenced from fewer zeros to more zeros to allow students to see how to successively decompose units.
Recording all of the decompositions can be challenging. For the last problem, two sample responses are given to show two different ways of recording the decompositions. The important point to understand is that because there are no tens, hundreds, or thousands to decompose, a ten-thousand must be decomposed to make 10 thousands. Then, one of the thousands is decomposed to make 10 hundreds, and so on, until reaching the ones place. Those successive decompositions can be lined up horizontally, but this can make it hard to see what happened first. A second way shows more clearly the order in which the decompositions happen, but it may be challenging to see which place the successive decomposed units are in.
To add movement to this activity, the second problem could be done as a gallery walk where each group completes one problem and then walk around the room to look for similarities and differences in others’ posters.
MLR8 Discussion Supports.
Display sentence frames to support partner discussion: “I noticed _____ so I . . .”, and “I wonder if . . . .”
Advances: Conversing, Representing
Representation: Develop Language and Symbols.
Maintain a visible display to record language that students can use to explain their work. Include important vocabulary, such as the name of each place value category, decompose, and exchange. Also include sentence frames, such as: “I looked at the _____ place and saw that I did not have enough ____ to subtract.” and “I exchanged one ______ for 10 _____.”
Supports accessibility for: Conceptual Processing, Language, Organization
Launch
Groups of 2–4
5 minute: independent think time
3 minute: partner share
Activity
“Take some time to think about the first problem and then discuss it with your partner.”
2 minutes: quiet think time
3 minutes: partner discussion
Pause for clarifying questions, as needed.
“Now, work with your partner to complete the next 2 problems.”
5 minutes: partner work time
Student Facing
Here are some numbers you saw earlier. Each number has at least one 0. From each number, 1,436 is being subtracted.
Make sense of the problems and explain to a partner.
a
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b
[IMG]
Use the approach in the first problem to find these two differences:
a
[IMG]
b
[IMG]
Find the value of each difference. Be prepared to explain your reasoning. If you get stuck, try subtracting using the expanded form.
a
[IMG]
b
[IMG]
c
[IMG]
d
[IMG]
Student Response
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Advancing Student Thinking
Students may lose track of the units when multiple rounds of decompositions are required. Offer base-ten blocks and prompt students to show multiple decompositions when finding the value of
\(100 - 1\)
using a large square base-ten block that represents 100. Consider asking:
“How can you show subtraction of 1?” (Exchange it for 100 ones.)
“What if we could only exchange 1 unit for 10 units at a time?” (Exchange the hundred for 10 tens, then exchange 1 ten for 10 ones, so that we’d have 9 tens and 10 ones. Then, we can remove 1.)
“How would you show the subtraction of 1 from 100 using the standard algorithm?”
Activity Synthesis
Ask students to share responses and to demonstrate consecutive decomposing when multiple zeros are involved.
If needed, use expanded form to represent the decompositions students are explaining.


correct_option_index: 3