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: Classify two-dimensional figures into categories based on their properties.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Visualize relationships between two-dimensional and three-dimensional objects.

Experiment with transformations in the plane.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Solve real-world and mathematical problems involving area, surface area, and volume.

Make geometric constructions.

Prove theorems involving similarity.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply trigonometry to general triangles.

Understand and apply theorems about circles.

Apply geometric concepts in modeling situations.

Explain volume formulas and use them to solve problems.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Translate between the geometric description and the equation for a conic section.

Understand similarity in terms of similarity transformations.

Use coordinates to prove simple geometric theorems algebraically.

Prove geometric theorems.

Find arc lengths and areas of sectors of circles.

Analyze, compare, create, and compose shapes.

Reason with shapes and their attributes.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Understand and apply the Pythagorean Theorem.

Define trigonometric ratios and solve problems involving right triangles.

Understand congruence in terms of rigid motions.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
problem_activity: Optional activity
This activity is optional.  This activity is similar to the previous (optional) one from a function point of view, but now students investigate the volume of a cylinder instead of a rectangular prism. Students continue working with functions to investigate what happens to the volume of a cylinder when you halve the height. The exploration and representations resemble what was done in the previous activity, and students continue to identify the effect of the changing dimension on the graph and the equation of this function. As groups work on the task, identify those who make the connection between the graph and equation representations, and encourage groups to look for similarities and differences between what they see in this activity and what they saw in the previous activity. Invite these groups to share during the whole-class discussion.
Digital
Launch
Keep students in the same groups. Tell students that this activity is similar to the previous one, but they will work with a cylinder instead of a rectangular prism. Give students 2–3 minutes of quiet work time followed by time to discuss the last question with their partner. Follow with a whole-class discussion.
Students using the digital activity can graph their equations using the applet.
Student Facing
There are many cylinders with radius 5 units. Let
\(h\)
represent the height and
\(V\)
represent the volume of these cylinders.
Write an equation that represents the relationship between
\(V\)
and
\(h\)
. Use 3.14 as an approximation of
\(\pi\)
.
Graph this equation.
What happens to the volume if you halve the height,
\(h\)
? Where can you see this in the graph? How can you see it algebraically?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Keep students in the same groups. Tell students that this activity is similar to the previous one, but they will work with a cylinder instead of a rectangular prism. Give students 2–3 minutes of quiet work time followed by time to discuss the last question with their partner. Follow with a whole-class discussion.
Students using the digital activity can graph their equations using the applet.
Student Facing
There are many cylinders with radius 5 units. Let
\(h\)
represent the height and
\(V\)
represent the volume of these cylinders.
Write an equation that represents the relationship between
\(V\)
and
\(h\)
. Use 3.14 as an approximation of
\(\pi\)
.
Graph this equation and label the axes.
[IMG]
What happens to the volume if you halve the height,
\(h\)
? Where can you see this in the graph? How can you see it algebraically?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Suppose we have a rectangular prism with dimensions 2 units by 3 units by 6 units, and we would like to make a rectangular prism of volume 216 cubic units by stretching
one
of the three dimensions.
What are the three ways of doing this? Of these, which gives the prism with the smallest surface area?
Repeat this process for a starting rectangular prism with dimensions 2 units by 6 units by 6 units.
Can you give some general tips to someone who wants to make a box with a certain volume, but wants to save cost on material by having as small a surface area as possible?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Ask previously identified groups to share their graphs and equations.
If students completed the optional activity, display student graphs from both activities and ask:
“Compare the graph in this activity to the graph in the last activity. How are they alike? How are they different?”
“Compare the equation in this activity to the equation in the last activity. How are they alike? How are they different?”
“How can you tell that this is a linear relationship?”
For the last question, make sure students understand that “looks like a line” is insufficient evidence for saying a relationship is linear since the scale of the axes can make non-linear graphs look linear. It is important students connect that the equation is linear (of the form y=mx+b) or relate back to the relationship between the height and volume: that the volume is
\(25\pi\)
, or about 78.5, times the height.
If students did not complete the optional activity, ask:
“Which of your variables is the independent? The dependent?” (The height,
\(h\)
, is the independent variable, and volume, V, is dependent variable.)
“Which variable is a function of which?” (Volume is a function of height.)
“How can you tell that this is a linear relationship?”
See notes above on the last question in this list. If it has not been brought up in students’ explanations, ask what the volume equation looks like when we double the height
\(h\)
. Display volume equation
\(V=78.5(2h)\)
for all to see. Ask how we can write this equation to show that the volume doubled when
\(h\)
doubled (using algebra, we can rewrite
\(V=78.5(2h)\)
as
\(V=2(78.5h)\)
. Since the volume for
\(h\)
was
\(78.5h\)
, this shows that the volume for
\(2h\)
is twice the volume for
\(h\)
).
Representing, Listening, Speaking: MLR7 Compare and Connect.
Invite students to create a visual representation that shows what is the same and what is different between this activity and the previous one. If students did not complete the optional activity, students can create multiple representations that illustrate why volume is a function of height. Give students time to do a gallery walk of the displays. Look for opportunities to highlight approaches that compare the multiple representations of the function of volume. Lead a whole-class discussion that connects features on the displays, such as comparing the equations and graphs. This will help students communicate about the multiple representations of volume functions while using mathematical language.
Design Principle(s): Optimize output; Maximize meta-awareness


correct_option_index: 4