few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Your response, in json format:
{
  "explanation": "This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Extend the counting sequence.

Work with numbers 11–19 to gain foundations for place value.

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.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Understand place value.

Understand the place value system.

Use place value understanding and properties of operations to add and subtract.

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.
problem_activity: Narrative
In this activity, students identify the nearest multiples of 10,000 and 100,000 for the six-digit numbers they saw in the first activity. They may do so by using the number lines from earlier, but they may also start to notice a pattern in the relationship between the numbers and the nearest multiples without the number lines (MP7).
MLR8 Discussion Supports.
Display sentence frames to support small-group discussion: “I noticed _____ so I . . .” and “I agree/disagree because . . . .”
Advances: Conversing, Representing
Launch
Groups of 2 or 4
Display number line with endpoints of 100,000 and 200,000.
Activity
“Take a few quiet minutes to work on the activity. Then, share your responses with your group.”
6–7 minutes: independent work time
3–4 minutes: group discussion
Student Facing
Use the number line that represents the numbers between 100,000 and 200,000 for this activity.
Name the multiple of 10,000 that is the nearest to each number. (Leave the last column blank for now.)
| number  | nearest multiple of 10,000 | \(\phantom{nearest multiple}\) |
|---------|----------------------------|--------------------------------|
| 100,025 |                            |                                |
| 128,201 |                            |                                |
| 140,261 |                            |                                |
| 158,002 |                            |                                |
| 194,030 |                            |                                |
Here is the number line with 215,300 shown on it. Which multiple of 100,000 is the nearest to 215,300?
[IMG]
Label the last column in the table “nearest multiple of 100,000.” Then, name the nearest multiple of 100,000 for each number in the table.
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
Students may see that the nearest multiples of 10,000 for a number are the two tick marks surrounding the point but may be unsure what numbers they represent. Ask them to recall what each tick mark represents on this set of number lines and urge them to count the marks.
Activity Synthesis
Display the blank table from the activity. Invite students to share their responses to complete the table. Discuss any disagreements.
Invite students to share how they identified the nearest multiples of 10,000 and 100,000.
If no students mentioned that they examined the location of each point visually and decided the closest tick marks on the number line, ask them about it.


correct_option_index: 2