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: Add and subtract within 20.

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

Use properties of operations to generate equivalent expressions.

Represent and solve equations and inequalities graphically.

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

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

Rewrite rational expressions.

Generate and analyze patterns.

Interpret the structure of expressions.

Write and interpret numerical expressions.

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

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

Multiply and divide within 100.

Work with radicals and integer exponents.

Represent and solve problems involving addition and subtraction.

Write expressions in equivalent forms to solve problems.

Analyze patterns and relationships.

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

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve systems of equations.

Solve equations and inequalities in one variable.

Represent and solve problems involving multiplication and division.

Gain familiarity with factors and multiples.

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

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

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

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

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

Work with addition and subtraction equations.

Use the four operations with whole numbers to solve problems.

Understand the relationship between zeros and factors of polynomials.
problem_activity: Narrative
The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information.
Launch
Groups of 2
Display the expression.
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
\(4 \times 18\)
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
Student Response
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for free access to Student Response.
Activity Synthesis
Consider asking:
“Is anyone’s estimate less than ___? Is anyone’s estimate greater than ___?”
“Based on this discussion does anyone want to revise their estimate?”


correct_option_index: 11