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?


Topic options: 
A. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
D. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
G. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.


Your response:
{
  "explanation": "This set of problems involves performing operations, specifically multiplication, on multi-digit whole numbers in base ten.",
  "answer": "D"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_000674

5
options: Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
problem_activity: Narrative
The purpose of this activity is for students to order numbers. Students estimate the location and label numbers on a number line, and then write them in order from least to greatest or greatest to least. For the third set of numbers, students may order the numbers using any method that makes sense to them. Students reflect on how the number line can help us organize numbers (MP5). Throughout the activity, monitor for the way students explain their reasoning based on place value and the relative position of numbers on the number line.
Representation: Access for Perception.
Use index cards, clothespins, and string to demonstrate the number line. Give students the numbers on the index cards and have them physically act it out by finding their place on the number line.
Supports accessibility for: Memory, Organization, Conceptual Processing
Launch
Groups of 2
Activity
“Now you will have a chance to order numbers.”
“Sometimes you will put them in order from least to greatest, and sometimes it will be from greatest to least.”
10 minutes: independent work time
“Compare with a partner. Explain your thinking.”
5 minutes: partner discussion
Monitor for students who order the last set of numbers by:
explaining their reasoning using precise place value language
placing each number on the number line before ordering the numbers
Student Facing
Estimate the location of 839, 765, 788, 815, and 719 on the number line.
Mark each number with a point. Label the point with the number it represents.
[IMG]
Order the numbers from
least to greatest.
_______, _______, _______, _______, _______
Estimate the location of 199, 245, 173, 218, and 137 on the number line.
Mark each number with a point. Label the point with the number it represents.
[IMG]
Order the numbers from
greatest to least.
_______, _______, _______, _______, _______
Order the numbers from
least to greatest.
545, 454, 405, 504, and 445
_______, _______, _______, _______, _______
Explain or show your thinking. Use the number line if it helps.
[IMG]
Was it more helpful for you to put the numbers in order first or put them on the number line first? Explain.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students locate the numbers on the number line, but reverse the order given in the problem, consider asking:
“How did you decide the order of your numbers?”
“Does your list show the numbers in order from least to greatest or greatest to least?”
Activity Synthesis
Invite previously identified students to share their reasoning.
“How are the numbers you labeled on the number line the same as the list of numbers you wrote? How are they different?” (For least to greatest, its the same. The difference is the number line shows the distance between each number, but the list of numbers shows them right next to each other.)


correct_option_index: 0