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.

Rewrite rational expressions.

Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

Perform arithmetic operations on polynomials.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

Use the four operations with whole numbers to solve problems.

Solve equations and inequalities in one variable.

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

Work with addition and subtraction equations.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving addition and subtraction.

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

Represent and solve equations and inequalities graphically.

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

Analyze patterns and relationships.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Interpret the structure of expressions.

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

Write and interpret numerical expressions.

Understand the relationship between zeros and factors of polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Solve systems of equations.

Create equations that describe numbers or relationships

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

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

Add and subtract within 20.

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

Write expressions in equivalent forms to solve problems.

Multiply and divide within 100.

Generate and analyze patterns.
problem_activity: Warm-up
The purpose of this warm-up is for students to reason about square roots by estimating the value of each expression. The values given as choices are close in range to encourage students to use the square roots they know to help them estimate ones they do not. These understandings will be helpful for students in upcoming activities where they will be applying the Pythagorean Theorem.
While four problems are given, it may not be possible to share every strategy. Consider gathering only two or three different strategies per problem.
Launch
Display one problem at a time. Give students 30 seconds of quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all previous problems displayed throughout the talk. Follow with a whole-class discussion.
Student Facing
Which estimate is closest to the actual value of the expression? Explain your reasoning.
\(\sqrt{24}\)
4
4.5
5
\(\sqrt7\)
2
2.5
3
\(\sqrt{42}\)
6
6.5
7
\(\sqrt{10}\)
+
\(\sqrt{97}\)
13
13.25
13.5
Student Response
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Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. After each student shares, ask if their chosen estimate is more or less than the actual value of each expression.
Speaking: MLR8 Discussion Supports.
: Display sentence frames to support students when they explain their strategy. For example, "First, I _____ because . . ." or "I noticed _____ so I . . . ." Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 0