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

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

Represent and solve problems involving multiplication and division.

Create equations that describe numbers or relationships

Solve equations and inequalities in one variable.

Understand the relationship between zeros and factors of polynomials.

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

Use the four operations with whole numbers to solve problems.

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.

Use properties of operations to generate equivalent expressions.

Write and interpret numerical expressions.

Represent and solve problems involving addition and subtraction.

Gain familiarity with factors and multiples.

Represent and analyze quantitative relationships between dependent and independent variables.

Generate and analyze patterns.

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

Work with addition and subtraction equations.

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

Multiply and divide within 100.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Add and subtract within 20.

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

Represent and solve equations and inequalities graphically.

Analyze patterns and relationships.

Work with radicals and integer exponents.

Perform arithmetic operations on polynomials.

Rewrite rational expressions.

Solve systems of equations.

Interpret the structure of expressions.

Use polynomial identities to solve problems.

Reason about and solve one-variable equations and inequalities.

Write expressions in equivalent forms to solve problems.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
problem_activity: Activity
In earlier activities, students gained some insights on the structure of equations in systems that have infinitely many solutions and those that have no solutions. In this activity, they apply those insights to sort systems of equations based on the number of solutions (one solution, many solutions, or no solutions).
Students could solve each system algebraically or graphically and sort afterwards, but given the number of systems to be solved, they will likely find this process to be time consuming. A more productive way would be to look for and make use of the structure in the equations in the systems (MP7), for example, by looking out for equivalent equations, equations with the same slope but different vertical intercepts, variable expressions with the same or opposite coefficients, and so on.
To effectively make use of the structure of the systems, students need to attend closely to all parts of each equation—the signs, variables, coefficients and constants—and to rearrange equations with care (MP6).
As students discuss their thinking in groups, make note of the different ways they use structure to complete the task. Encourage students who are solving individual systems to analyze the features of the equations and see if they could reason about the solutions or gain information about the graphs that way.
In this activity, students are analyzing the structure of equations in the systems, so technology is not an appropriate tool.
Here is an image of the cards for reference and planning:
[IMG]
Launch
Arrange students in groups of 2. Give one set of pre-cut slips or cards from the blackline master to each group.
Give students 7–8 minutes to sort the cards into groups. Emphasize to students that they should be prepared to explain how they place each system. Follow with a whole-class discussion.
Conversing: MLR8 Discussion Supports.
Use this routine to support small-group discussion during the card sort. Encourage students to take turns selecting a card and to explain to their partner whether the systems has no solutions, one solution, or infinitely many solutions. Display the following sentence frames for all to see: “This system has _____ solutions because….” Encourage students not only to challenge each other if they disagree, but also to press for clear explanations that use mathematical language.
Design Principle(s): Support sense-making; Maximize meta-awareness
Representation: Internalize Comprehension.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity by beginning with fewer cards. For example, give students cards a subset of the cards to start with and introduce the remaining cards once students have completed their initial set of matches. Be sure to include at least one card from each category in the initial set.
Supports accessibility for: Conceptual processing; Organization
Student Facing
Your teacher will give you a set of cards. Each card contains a system of equations.
Sort the systems into three groups based on the number of solutions each system has. Be prepared to explain how you know where each system belongs.
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
In the cards, for each system with no solution, change a single constant term so that there are infinitely many solutions to the system.
For each system with infinitely many solutions, change a single constant term so that there are no solutions to the system.
Explain why in these situations it is impossible to change a single constant term so that there is exactly one solution to the system.
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may not know how to begin sorting the cards. Suggest that they try solving 2–3 systems. Ask them to notice if there's a point in the solving process when they realize how many solutions the system has or what the graphs of the two equations would look like. Encourage to look for similarities in the structure of the equations and see how the structure might be related to the number of solutions.
Activity Synthesis
Invite groups to share their sorting results and record them. Ask the class if they agree or disagree. If there are disagreements, ask students who disagree to share their reasoning.
Display all the systems—sorted into groups—for all to see and discuss the characteristics of the equations in each group. Ask students questions such as:
“How can we tell from looking at the equations in cards 2 and 5 that the systems have no solution?” (Possible reasoning:
Card 2: The equations are in slope-intercept form. The slope is 2 for both graphs, but the
\(y\)
-intercept is different, so the lines must be parallel.
Card 5: The second equation can be rearranged into
\(5x - 20y = \text-60\)
and multiplied by
\(\frac15\)
to give
\(x-4y=\text-12\)
. Both equations now have
\(x-4y\)
on one side, but that expression is equal to 4 in the first equation and equal to -4 in the second. There are no pair of
\(x\)
and
\(y\)
that can make both equations true.)
“What about the equations in cards 3, 7, and 8? What features might give us a clue that the systems have many solutions?” (Possible reasoning:
Card 3: The coefficients and constants in the second equation are 3 times those in the first, so they are equivalent equations.
Card 7: The first equation can be rearranged into the same form as the first:
\(x -4y = \text-4\)
. We can then see that the second equation,
\(4x-16y=\text-16\)
, is a multiple of the first equation, so they have all the same solutions.
Card 8: The first equation can be rearranged to
\(y=\text-25 x - \frac15\)
. We can then see that it is related to the second equation by a factor of 5, so they are equivalent equations.)
We can reason that all the other systems have one solution by a process of elimination—by noticing that they don’t have the features of systems with many solutions or systems with no solutions.


correct_option_index: 28