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: Multiply and divide within 100.

Use polynomial identities to solve problems.

Work with addition and subtraction equations.

Write expressions in equivalent forms to solve problems.

Interpret the structure of expressions.

Write and interpret numerical expressions.

Represent and solve problems involving multiplication and division.

Solve equations and inequalities in one variable.

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

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

Perform arithmetic operations on polynomials.

Work with radicals and integer exponents.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving addition and subtraction.

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

Reason about and solve one-variable equations and inequalities.

Create equations that describe numbers or relationships

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

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

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

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

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

Rewrite rational expressions.

Understand the relationship between zeros and factors of polynomials.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Analyze patterns and relationships.

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

Add and subtract within 20.

Gain familiarity with factors and multiples.
problem_activity: Problem 1
Read each situation below and then answer the questions that follow.
Situation A:
In the spring, an animal shelter had 216 animals. By the end of the summer, this number decreased by 8%. How many animals were at the shelter at the end of summer?
Situation B:
After advertising for adoptions on local television, an animal shelter decreased the number of animals at the shelter by 8%. There are now 216 animals. How many animals were at the shelter before the advertising?
a.   Sketch a visual diagram to represent each situation.
b.   How are the two situations similar?
c.   How are the two situations different?
Problem 2
A store sells backpacks in two sizes: small and large. The large backpacks sell for 20% more than the smaller backpacks. If a large backpack costs $75, how much does the small size cost?
Draw a visual representation of the situation, and then use an equation to solve.


correct_option_index: 31