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?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Your response:
{
  "explanation": "This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.",
  "answer": "C"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000674

5
options: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
problem_activity: Narrative
The purpose of this activity is for students to match different diagrams and expressions representing the same product. In the previous several lessons, students have studied different ways to find products of a whole number and a fraction using arithmetic properties such as the distributive property. Earlier in the unit they learned about the connection between fractions and division. They combine these skills as the expressions and diagrams they work with incorporate both the distributive property and the interpretation of a fraction as division (MP7). Students may match diagrams to expressions differently than the ways that are listed in the sample responses. Encourage students to match the expressions and diagrams in a way that makes sense to them, as long as they can accurately explain how the expression is represented in the diagram they chose.
MLR7 Compare and Connect.
Invite students to prepare a visual display that shows their thinking about their favorite diagram and expression. Encourage students to include details that will help others understand what they see, such as using different colors, arrows, labels, or notes. If time allows, invite students time to investigate each others’ work.
Advances: Representing
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Give students a subset of options to start with and introduce the remaining numbers once students have completed their initial set of matches.
Supports accessibility for: Organization, Social-Emotional Functioning
Launch
Groups of 2
“You are going to match expressions and diagrams that show different ways to find the value of the product
\(4 \times 5 \frac{2}{3}\)
.”
Activity
5–7 minutes: independent work time
2–3 minutes: partner discussion
Student Facing
Each diagram represents a way to calculate
\(4 \times 5 \frac{2}{3}\)
. Each expression is equivalent to
\(4 \times 5 \frac{2}{3}\)
. Match the diagrams and expressions. Show or explain your reasoning.
A
[IMG]
B
[IMG]
1.
\((4 \times 5) +  \left(4 \times \frac{2}{3}\right)\)
C
[IMG]
2.
\((4 \times 6) - \left(4 \times \frac{1}{3}\right)\)
\(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\)
3.
\(4 \times \frac{17}{3}\)
D
[IMG]
\(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm} \\ \hspace{2.5cm}}\)
4.
\((4 \times 17) \div 3\)
Choose your favorite diagram and expression to find the value of
\(4 \times 5 \frac{2}{3}\)
. Explain why it is your favorite.
Student Response
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Activity Synthesis
Display the diagrams B and D.
“How are the diagrams the same? How are they different?” (They both have the same shaded area and the same divisions inside. The top one shows the length of the shaded rectangle. The bottom one does not though it has enough information to find the shaded area.)
Invite students to share their favorite ways to find the product.


correct_option_index: 0

1