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 addition and subtraction equations.

Multiply and divide within 100.

Use polynomial identities to solve problems.

Gain familiarity with factors and multiples.

Use the four operations with whole numbers to solve problems.

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

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

Reason about and solve one-variable equations and inequalities.

Write and interpret numerical expressions.

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

Add and subtract within 20.

Represent and solve problems involving addition and subtraction.

Solve systems of equations.

Rewrite rational expressions.

Write expressions in equivalent forms to solve problems.

Interpret the structure of expressions.

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

Analyze patterns and relationships.

Generate and analyze patterns.

Solve equations and inequalities in one variable.

Represent and solve equations and inequalities graphically.

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

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

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

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.

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

Use properties of operations to generate equivalent expressions.

Perform arithmetic operations on polynomials.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving multiplication and division.

Create equations that describe numbers or relationships

Represent and analyze quantitative relationships between dependent and independent variables.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities focusing on two-digit numbers. Students are introduced to stage 3 of the Target Numbers center. Then students choose between that center or others previously introduced.
Students choose from any stage of previously introduced centers.
Target Numbers
Number Puzzles
Mystery Number
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Materials from previous centers
Number cubes
Materials to Copy
Target Numbers Stage 3 Recording Sheet
Required Preparation
Gather materials form previous centers:
Target Numbers, Stages 1-2
Number Puzzles, Stages 1-4
Mystery Number, Stage 1
Launch
Groups of 2
“Today you will choose from centers we have already learned. One of the choices is to play Target Numbers in a new way. Just like last time, your target number is 95. You will roll two cubes to get your starting number. Then, on each turn, roll three cubes and choose one of the numbers to represent the tens and another number to represent the ones. Add the new number you made to your starting number and record your equation. Continue playing for six rounds to see who gets closest to 95 without going over.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time
Student Facing
Choose a center.
Target Numbers
[IMG]
Number Puzzles
[IMG]
Mystery Number
[IMG]
Activity Synthesis
“What did you like about the centers you chose?”


correct_option_index: 0