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: Interpret expressions for functions in terms of the situation they model.

Define, evaluate, and compare functions.

Prove and apply trigonometric identities.

Use functions to model relationships between quantities.

Interpret functions that arise in applications in terms of the context.

Model periodic phenomena with trigonometric functions.

Extend the domain of trigonometric functions using the unit circle.

Build new functions from existing functions.

Understand the concept of a function and use function notation.

Build a function that models a relationship between two quantities.

Analyze functions using different representations.

Construct and compare linear and exponential models and solve problems.
problem_activity: Warm-up
In this warm-up, students revisit quadratic expressions in different forms and what the expressions reveal about the graphs that represent them. They match equations and graphs representing two quadratic functions. The axes of the graphs are unlabeled, so students need to reason abstractly about the parameters in the expressions and the features of the graphs.
Student Facing
[IMG]
Here are graphs representing the functions
\(f\)
and
\(g\)
, given by
\(f(x) = x(x+6)\)
and
\(g(x) = x(x+6)+4\)
.
Which graph represents each function? Explain how you know.
Where does the graph of
\(f\)
meet the
\(x\)
-axis? Explain how you know.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
Invite students to share their matches and explanations. If one or more explanations in the Student Response are not mentioned, bring them up so that students can see multiple ways of reasoning about the equations and graphs.


correct_option_index: 10