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: 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.

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

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

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.

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

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

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.

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.

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.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
problem_activity: Activity
The purpose of this activity is for students to practice rewriting expressions representing percent change so that they only use multiplication.
Launch
Allow students to work with a partner or individually.
Student Facing
Write an equivalent expression using the distributive property:
\(65 - 0.45 \boldcdot 65\)
\(65 + 0.45 \boldcdot 65\)
\(91 \boldcdot (1.2)\)
\(x + 0.04x\)
Evaluate by multiplying just two numbers in your calculator. Write down the expression you calculated.
130 increased by 10%
25 decreased by 30%
50% more than 38
6% less than 200
Write an equivalent expression that only uses multiplication:
\(p - 0.35p\)
\(z - 0.85z\)
\(q + 0.06q\)
\(r + 0.64r\)
Student Response
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Activity Synthesis
Either display the correct solutions or invite students to share their solutions. Here are sample questions to promote discussion:
“Why is it okay to rewrite an expression like
\(z - 0.85z\)
so that it looks like
\(0.15z\)
?” (Use the distributive property, or think about how an amount decreased by 85% is the same as 15% of the amount.)
“Have you heard some examples of percent increase or decrease used in the real world? What were they?” (Sample response: The news might talk about crime decreasing by 10% compared to last year, or home prices in an area increasing by 25%.)
“How is an expression representing percent increase (like
\(1.05x\)
) different from an expression representing percent decrease (like
\(0.95x\)
)?” (The coefficient is greater than 1 versus less than 1. This is a result of adding or subtracting a percentage of the original amount.)


correct_option_index: 5