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:
{
  "explanation": "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: Explain volume formulas and use them to solve problems.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Understand and apply theorems about circles.

Visualize relationships between two-dimensional and three-dimensional objects.

Solve real-world and mathematical problems involving area, surface area, and volume.

Reason with shapes and their attributes.

Prove geometric theorems.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Understand and apply the Pythagorean Theorem.

Translate between the geometric description and the equation for a conic section.

Understand similarity in terms of similarity transformations.

Define trigonometric ratios and solve problems involving right triangles.

Classify two-dimensional figures into categories based on their properties.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Find arc lengths and areas of sectors of circles.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply trigonometry to general triangles.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Analyze, compare, create, and compose shapes.

Apply geometric concepts in modeling situations.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand congruence in terms of rigid motions.

Experiment with transformations in the plane.

Prove theorems involving similarity.

Use coordinates to prove simple geometric theorems algebraically.

Make geometric constructions.
problem_activity: Narrative
The purpose of this activity is for students to match language to visual representations of rectangles and circles
partitioned and shaded in different ways.
Representation: Access for Perception.
Read each of the phrases aloud. Students who both listen to and read the information will benefit from extra processing time.
Supports accessibility for: Language, Conceptual Processing
Launch
Groups of 2
Activity
Read the task statement.
“You may use the phrases more than once.”
6 minutes: partner work time
Student Facing
Here are some ways to describe the shapes.
split into fourths
split into halves
split into quarters
a half shaded
a quarter shaded
a fourth shaded
two of the halves shaded
four of the fourths shaded
Label each shape with at least one phrase from the lists.
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Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Display the circle with four of the fourths shaded.
“Let’s list all the ways we could describe this shape.” (It’s split into fourths. It is split into quarters. Four of the fourths are shaded.)
Repeat with other shapes as time permits.


correct_option_index: 5