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 complex numbers in polynomial identities and equations.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Perform operations on vectors.

Represent complex numbers and their operations on the complex plane.

Compute fluently with multi-digit numbers and find common factors and multiples.

Reason quantitatively and use units to solve problems.

Represent and model with vector quantities.

Use properties of rational and irrational numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Perform operations on matrices and use matrices in applications.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Extend the properties of exponents to rational exponents.

Perform arithmetic operations with complex numbers.
problem_activity: Task
Malia found a "short cut" to find the decimal representation of the fraction $\frac{117}{250}$.  Rather than use long division she noticed that because $250 \times 4 = 1000$,
$$\frac{117}{250} = \frac{117 \times 4}{250 \times 4} = \frac{468}{1000} = 0.468.$$
For which of the following fractions does Malia's strategy work to find the decimal representation?
$$\frac{1}{3}, \frac{3}{4}, -\frac{6}{25}, \frac{18}{7}, \frac{13}{8} \;\; {\rm and} \;\; -\frac{113}{40}.$$
For each one for which the strategy does work, use it to find the decimal representation.
For which denominators can Malia's strategy work?


correct_option_index: 9