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: Work with radicals and integer exponents.

Perform arithmetic operations on polynomials.

Solve equations and inequalities in one variable.

Create equations that describe numbers or relationships

Gain familiarity with factors and multiples.

Add and subtract within 20.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving addition and subtraction.

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

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

Interpret the structure of expressions.

Rewrite rational expressions.

Generate and analyze patterns.

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

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

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

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Use polynomial identities to solve problems.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write and interpret numerical expressions.

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

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Write expressions in equivalent forms to solve problems.

Work with addition and subtraction equations.

Multiply and divide within 100.

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

Understand and apply properties of operations and the relationship between addition and subtraction.
problem_activity: Narrative
This warm-up prompts students to compare four representations. The reasoning here prepares students to connect the previous multiplication work to the division work of this lesson. It gives students an opportunity to use precise terms such as “factors,” “product,” and “quotient” in making comparisons (MP6). During the synthesis, ask students to explain the meaning of any terminology they use.
Launch
Groups of 2
Display images and expression.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“What equation can each diagram represent?” (The array represents
\(4\times6=24\)
because there are 4 rows of 6 dots, and there are 24 dots in the array. The area diagram could represent
\(4\times7=28\)
or
\(28\div4=7\)
since the sides are 4 and 7, and the area is 28. The tape diagram could represent
\(24\div3={?}\)
or
\(3\times{?}=24\)
because we know the total is 24 and there are 3 groups, but we don’t know how many are in each group.)


correct_option_index: 32