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: Interpret expressions for functions in terms of the situation they model.

Use functions to model relationships between quantities.

Model periodic phenomena with trigonometric functions.

Define, evaluate, and compare functions.

Build a function that models a relationship between two quantities.

Interpret functions that arise in applications in terms of the context.

Analyze functions using different representations.

Understand the concept of a function and use function notation.

Extend the domain of trigonometric functions using the unit circle.

Prove and apply trigonometric identities.

Build new functions from existing functions.

Construct and compare linear and exponential models and solve problems.
problem_activity: Activity
In this partner activity, students take turns finding a set of representations that represent the same function. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
Launch
Arrange students in groups of 2. Partners take turns identifying representations that match, and explaining to their partner how they know they match. If necessary, demonstrate the protocol before students start working, including productive ways to agree or disagree, for example, by explaining your mathematical thinking or asking clarifying questions.
Student Facing
Your teacher will give you a set of representations. Sort them so that in each group there is a table, graph, equation, and example that all represent the same function.
Student Response
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Activity Synthesis
Much of the discussion will happen within groups. Ensure that students found correct matches, and invite selected students to explain how they know they are matches. Here are some possible discussion questions:
“Which matches were tricky? Explain why.”
“Did you need to make adjustments in your matches? What might have caused an error? What adjustments were made?”


correct_option_index: 3