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.

Work with radicals and integer exponents.

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

Analyze patterns and relationships.

Interpret the structure of expressions.

Solve systems of equations.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving multiplication and division.

Create equations that describe numbers or relationships

Represent and solve problems involving addition and subtraction.

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

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

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

Reason about and solve one-variable equations and inequalities.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

Write expressions in equivalent forms to solve problems.

Write and interpret numerical expressions.

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

Multiply and divide within 100.

Use polynomial identities to solve problems.

Rewrite rational expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Solve equations and inequalities in one variable.

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

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

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

Perform arithmetic operations on polynomials.

Work with addition and subtraction equations.

Gain familiarity with factors and multiples.
problem_activity: Task
Megan is working solving the equation $$\frac{2}{x^2-1} - \frac{1}{x-1} = \frac{1}{x+1}.$$ She says
If I clear the denominators I find that the only solution is $x = 1$ but when I substitute in $x = 1$ the equation does not make any sense.
Is Megan's work correct?
Why does Megan's method produce an $x$ value that does not solve the equation?


correct_option_index: 29