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:
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: Use the four operations with whole numbers to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand the relationship between zeros and factors of polynomials.

Perform arithmetic operations on polynomials.

Work with radicals and integer exponents.

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

Use polynomial identities to solve problems.

Rewrite rational expressions.

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

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

Add and subtract within 20.

Create equations that describe numbers or relationships

Multiply and divide within 100.

Use properties of operations to generate equivalent expressions.

Generate and analyze patterns.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Write expressions in equivalent forms to solve problems.

Interpret the structure of expressions.

Analyze patterns and relationships.

Solve equations and inequalities in one variable.

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

Work with addition and subtraction equations.

Solve systems of equations.

Represent and solve equations and inequalities graphically.

Represent and solve problems involving multiplication and division.

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

Represent and solve problems involving addition and subtraction.

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

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

Gain familiarity with factors and multiples.

Write and interpret numerical expressions.

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

Reason about and solve one-variable equations and inequalities.
problem_activity: Stage 5: Multiply to 100
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 5 Recording Sheet

Narrative
Before playing, students remove the cards that show 10 and set them aside.
Each student picks 4 cards and chooses 2–3 of them to use to create a multiplication expression. Each student multiplies the numbers. The score for the round is the difference between each student’s product and 100. Students pick new cards so that they have 4 cards in their hand and then start the next round. The player with the lowest score wins.
Variation:
Students can write the related division equation for each multiplication equation they record.


correct_option_index: 16