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:
Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: 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 polynomial identities to solve problems.

Add and subtract within 20.

Create equations that describe numbers or relationships

Multiply and divide within 100.

Represent and solve equations and inequalities graphically.

Understand the relationship between zeros and factors of polynomials.

Solve systems of equations.

Use the four operations with whole numbers to solve problems.

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

Work with radicals and integer exponents.

Work with addition and subtraction equations.

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

Write expressions in equivalent forms to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

Gain familiarity with factors and multiples.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Represent and solve problems involving multiplication and division.

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving addition and subtraction.

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

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

Write and interpret numerical expressions.

Perform arithmetic operations on polynomials.

Rewrite rational expressions.

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

Generate and analyze patterns.

Analyze patterns and relationships.

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

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

Understand solving equations as a process of reasoning and explain the reasoning.
problem_activity: Narrative
The purpose of this activity is for students to fluently add and subtract within 5. Students look at the expression on their card and move quickly to the corner that is labeled with the correct answer. There are 16 expression cards included in the blackline master.
MLR8 Discussion Supports.
Invite students to read the expression card aloud to each partner. Listen for and clarify any questions about the the expressions.
Advances: Conversing
Required Materials
Materials to Gather
Materials from a previous lesson
Required Preparation
Each student needs one card from the Expression Cards set used in a previous lesson.
Label each corner of the classroom with a large number: 2, 3, 4, and 5.
Launch
Give each student an expression card.
“Find the value of the expression on your card. Go to the corner that is labeled with the value of the expression.”
Activity
30 seconds: independent work time
“Find a partner in your corner. Show them your card and tell them how you found the value of your expression.”
2 minutes: partner discussion
“Walk back to the center of the room. Trade your card with a partner.”
Repeat the steps above 3–4 times, as time allows.
Activity Synthesis
Display the expression
\(3 - 1\)
.
“Noah saw this expression and went to the corner labeled 4. Was he correct? How do you know?” (No, because this is 3 take away 1 and that is 2.)
“Why do you think he went to the corner labeled 4?” (He might have thought it was
\(3 + 1\)
instead of
\(3 - 1\)
.)


correct_option_index: 31