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

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

Prove theorems involving similarity.

Experiment with transformations in the plane.

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

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

Prove geometric theorems.

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

Apply geometric concepts in modeling situations.

Explain volume formulas and use them to solve problems.

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

Reason with shapes and their attributes.

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

Understand congruence in terms of rigid motions.

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

Understand and apply the Pythagorean Theorem.

Use coordinates to prove simple geometric theorems algebraically.

Analyze, compare, create, and compose shapes.

Understand similarity in terms of similarity transformations.

Apply trigonometry to general triangles.

Define trigonometric ratios and solve problems involving right triangles.

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

Understand and apply theorems about circles.

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

Make geometric constructions.

Find arc lengths and areas of sectors of circles.

Classify two-dimensional figures into categories based on their properties.
problem_activity: Warm-up
This warm-up helps students recall the use of the Pythagorean Theorem and right triangle trigonometry. They’ll use these concepts in subsequent activities.
Launch
Provide students with access to scientific calculators.
Student Facing
Calculate the height of each solid. Round your answers to the nearest tenth if needed.
A
[IMG]
B
[IMG]
Student Response
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for free access to Student Response.
Anticipated Misconceptions
The height is not drawn in on the cylinder, so students may not be able to visualize the right triangle involved in the problem. Encourage them to draw in the height and think back to other problems from prior units involving angles and degree measurements.
Students may be uncertain how to round the first answer. Remind them that 16.0 is considered a “rounded” answer because the additional decimal digits to the right have been dropped.
Activity Synthesis
Ask students what strategies they used, and how they chose those strategies. Invite them to explain why they can use the Pythagorean Theorem for the cone problem but not the cylinder problem. Remind students that they can use their reference chart to recall the trigonometric ratio definitions.


correct_option_index: 20