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: Work with addition and subtraction equations.

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

Solve equations and inequalities in one variable.

Interpret the structure of expressions.

Rewrite rational expressions.

Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

Use polynomial identities to solve problems.

Multiply and divide within 100.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Add and subtract within 20.

Analyze patterns and relationships.

Solve systems of equations.

Create equations that describe numbers or relationships

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

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

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

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

Generate and analyze patterns.

Write and interpret numerical expressions.

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

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving addition and subtraction.

Represent and solve equations and inequalities graphically.

Understand the relationship between zeros and factors of polynomials.

Perform arithmetic operations on polynomials.

Write expressions in equivalent forms to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that focus on addition and subtraction within 10. Students choose from any stage of previously introduced centers.
Math Stories
Shake and Spill
What’s Behind My Back
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from previous centers:
Math Stories, Stage 4
Shake and Spill, Stage 3 and 4
What's Behind My Back, Stage 2
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
15 minutes: center work time
Student Facing
Choose a center.
Math Stories
[IMG]
Shake and Spill
[IMG]
What's Behind My Back
[IMG]
Activity Synthesis
“What is one thing you learned or got better at by working on the activities you chose?”


correct_option_index: 12

24