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 connections between proportional relationships, lines, and linear equations.

Use polynomial identities to solve problems.

Solve equations and inequalities in one variable.

Rewrite rational expressions.

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

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

Work with radicals and integer exponents.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write and interpret numerical expressions.

Interpret the structure of expressions.

Multiply and divide within 100.

Understand the relationship between zeros and factors of polynomials.

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

Perform arithmetic operations on polynomials.

Work with addition and subtraction equations.

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

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

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.

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

Represent and solve problems involving addition and subtraction.

Write expressions in equivalent forms to solve problems.

Represent and solve equations and inequalities graphically.

Represent and solve problems involving multiplication and division.

Gain familiarity with factors and multiples.

Represent and analyze quantitative relationships between dependent and independent variables.

Generate and analyze patterns.

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Add and subtract within 20.

Analyze patterns and relationships.
problem_activity: Activity
The purpose of this lesson is to increase fluency in solving equations. Students will solve equations individually and then compare differing, though accurate, solution paths in order to compare their work with others. This will help students recognize that while the final solution will be the same, there is more than one path to the correct answer that uses principles of balancing equations learned in previous lessons.
Launch
Arrange students in groups of 3–4. Give students quiet think time to complete the activity and then tell groups to share how they solved the equations for
\(x\)
and discuss the similarities and differences in their solution paths.
Representation: Internalize Comprehension.
Activate or supply background knowledge about solving equations. Encourage students to use previously solved equations as guidelines to determine appropriate steps.
Supports accessibility for: Memory; Conceptual processing
Representing, Conversing: MLR2 Collect and Display.
As groups discuss their work, circulate and listen for the language students describe the similarities and differences in their solution paths. Write down different solution paths that led to the same result in a visual display. Consider grouping words and phrases used for each step in different areas of the display (e.g., “multiply first”, “divide first”, “subtract
\(x\)
from the right”, “add
\(x\)
from the left”). Continue to update the display as students move through the activity, and remind them to borrow from the display while discussing with their group. This will help students develop their mathematical language around explaining different solution paths to solving equations.
Design Principle(s); Maximize meta-awareness
Student Facing
Solve these equations for
\(x\)
.
1.
\(\frac{12+6x}{3}=\frac{5-9}{2}\)
2.
\(x-4=\frac13(6x-54)\)
3.
\(\text-(3x-12)=9x-4\)
Student Response
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Student Facing
Are you ready for more?
I have 24 pencils and 3 cups. The second cup holds one more pencil than the first. The third holds one more than the second. How many pencils does each cup contain?
Student Response
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Activity Synthesis
Students should take away from this activity the importance of using valid steps to solve an equation over following a specific solution path. Invite students to share what they discussed in their groups. Consider using some of the following prompts:
“How many different ways did your group members solve each problem?”
“When you compared solution paths, did you still come up with the same solution?” (Yes, even though we took different paths, we ended up with the same solutions.)
“How can you make sure that the path you choose to solve an equation is a valid path?” (I can use the steps we discovered earlier when we were balancing: adding the same value to each side, multiplying (or dividing) by the same value to each side, distributing and collecting like terms whenever it is needed.)
“What are some examples of steps that will not result in a valid solution?” (Performing an action to only one side of an equation and distributing incorrectly will give an incorrect solution.)


correct_option_index: 7