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: Understand the place value system.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

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.

Work with numbers 11–19 to gain foundations for place value.

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.

Extend the counting sequence.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Use place value understanding and properties of operations to add and subtract.

Understand place value.
problem_activity: Narrative
The purpose of this activity is for students to understand that the standard algorithm for subtraction can be used with decimals. Students first find the value of a difference of decimals using a strategy that makes sense to them and then see calculations organized using the standard algorithm. When students calculate using a strategy of their choice, they may or may not show decomposition of a whole into 10 tenths. The standard algorithm explicitly shows this decomposition.
When students share their explanation of Han's calculations with a partner and revise their work after receiving feedback they critique the reasoning of others and improve their arguments (MP3).
This activity uses
MLR1 Stronger and Clearer Each Time
. Advances: Conversing.
Launch
Groups of 2
“Work on the first two problems on your own.”
Activity
5–6 minutes: independent work time
MLR1 Stronger and Clearer Each Time
“Share your description of Han’s work with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: structured partner discussion
Repeat with 2–3 different partners.
“Revise your initial draft based on the feedback you got from your partners.”
2–3 minutes: independent work time
Student Facing
Find the value of
\(8.53 - 2.7\)
. Show your reasoning.
Han used the standard algorithm to subtract decimals. This is Han’s work. Describe what Han did in each step.
[IMG]
Use the standard algorithm to find the value of
\(6.62 - 3.71\)
.
Student Response
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Activity Synthesis
“Solve the last problem on your own.”
2-3 minutes: independent work time
“How is the standard algorithm for subtraction the same as the standard algorithm for addition?” (I work from right to left. I line up all of the place values and make sure the digits I am subtracting have the same place value.)
“How is the standard algorithm for subtraction different than the standard algorithm for addition?” (Sometimes I need to decompose a unit. I need to decompose a whole into 10 tenths. With addition, I sometimes need to compose a new unit.)


correct_option_index: 6