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: Tell and write time.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Measure and estimate lengths in standard units.

Work with time and money.

Represent and interpret data.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Geometric measurement: understand concepts of angle and measure angles.

Describe and compare measurable attributes.

Convert like measurement units within a given measurement system.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Measure lengths indirectly and by iterating length units.

Relate addition and subtraction to length.

Classify objects and count the number of objects in each category.
problem_activity: Problem 1
Mr. Schaut measured the height of all of the sunflower plants in his garden. The data are shown in the table below.
| **           Heights of Sunflower Plants (in inches)          ** |                   |                   |                   |                   |
|------------------------------------------------------------------|-------------------|-------------------|-------------------|-------------------|
|                        $$60\frac{1}{2}$$                         | $$61\frac{1}{2}$$ |      $$61$$       | $$60\frac{1}{2}$$ | $$61\frac{1}{4}$$ |
|                        $$60\frac{3}{4}$$                         | $$60\frac{3}{4}$$ | $$60\frac{3}{4}$$ |      $$61$$       |      $$60$$       |
|                              $$62$$                              |      $$61$$       | $$60\frac{1}{4}$$ |      $$61$$       | $$60\frac{1}{2}$$ |
|                        $$61\frac{1}{2}$$                         | $$61\frac{1}{4}$$ | $$61\frac{1}{4}$$ |      $$62$$       | $$61\frac{1}{4}$$ |
|                        $$61\frac{1}{4}$$                         | $$61\frac{3}{4}$$ | $$61\frac{1}{2}$$ | $$61\frac{1}{4}$$ | $$61\frac{1}{2}$$ |
|                              $$61$$                              | $$61\frac{1}{4}$$ | $$61\frac{3}{4}$$ | $$61\frac{1}{2}$$ | $$60\frac{1}{4}$$ |
a.   Make a dot plot of Mr. Schaut’s data. Remember to label all parts of your dot plot.
b.   Answer the following questions based on the data.
How many plants were measured in all?
What are the three most frequent measurements in order from shortest to tallest? How many plants were one of those three heights?
What is the typical height of a sunflower in Mr. Schaut’s garden? Justify your reasoning.
Problem 2
a.   Create a dot plot using just the first three rows of data from Anchor Task #1, copied below. Remember to label all parts of your dot plot.
| **                Heights of Sunflower Plants (in inches)               ** |                   |                   |                   |                   |
|----------------------------------------------------------------------------|-------------------|-------------------|-------------------|-------------------|
|                             $$60\frac{1}{2}$$                              | $$61\frac{1}{2}$$ |      $$61$$       | $$60\frac{1}{2}$$ | $$61\frac{1}{4}$$ |
|                             $$60\frac{3}{4}$$                              | $$60\frac{3}{4}$$ | $$60\frac{3}{4}$$ |      $$61$$       |      $$60$$       |
|                                   $$62$$                                   |      $$61$$       | $$60\frac{1}{4}$$ |      $$61$$       | $$60\frac{1}{2}$$ |
b.   In what ways does this subset of data change the answers to the following questions:
How many plants were measured in all?
What are the three most frequent measurements in order from shortest to tallest? How many plants were one of those three heights?
What is the most typical height of a sunflower?


correct_option_index: 5