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, in json format:
{
  "explanation": "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: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Describe and compare measurable attributes.

Represent and interpret data.

Measure and estimate lengths in standard units.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Measure lengths indirectly and by iterating length units.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Tell and write time.

Convert like measurement units within a given measurement system.

Relate addition and subtraction to length.

Classify objects and count the number of objects in each category.

Work with time and money.

Geometric measurement: understand concepts of angle and measure angles.
problem_activity: Narrative
The purpose of this activity is for students to build any object they want to. In the next activity, students focus only ;on rectangular prisms. As students count, they will need to make sure to count each cube once and only once. Monitor for these strategies:
Touch each cube as it is counted
Count the cubes by layer (including when there are different numbers of cubes in each layer)
Use addition or multiplication when the cubes are organized in layers
Required Preparation
Each group of 2 needs 24 connecting cubes.
Launch
Groups of  2
Give 24 connecting cubes to each group.
“In this activity, you will use unit cubes to build objects and describe how you would measure the volume.”
10 minutes: partner work time
Activity
As students work, monitor for students who build rectangular prisms to share during the synthesis.
Student Facing
Partner A: Build an object using 8–12 cubes and give the object to Partner B.
Partner B: Explain how you would count the number of cubes in the object.
Partner A: Explain if you would count the cubes in the same way or in a different way.
Switch roles and repeat.
Which objects were easiest to count? Why?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students are counting all of the cubes one at a time, ask, “where do you see cubes that could be counted as a group?”
Activity Synthesis
Discuss responses to the last problem.
“Which objects were most challenging to count?” (Objects where I had to count each individual cube because it was a weird shape.)
“Which objects were the simplest to count?” (Organized shapes like towers, rectangles, cubes, or boxes.)
Invite selected students to share the rectangular prisms they built and how they counted the number of cubes.
“How did you count the cubes?” (I knew that there were 4 cubes in each layer and 2 layers so that’s 8 cubes.)
“We call these objects
rectangular prisms
. What were some ways you used to count the cubes in rectangular prisms?” (I counted the cubes in groups and then skip counted. I used multiplication to find the total.)


correct_option_index: 8