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: Write and interpret numerical expressions.

Analyze patterns and relationships.

Gain familiarity with factors and multiples.

Use polynomial identities to solve problems.

Understand the connections between proportional relationships, lines, and linear equations.

Use the four operations with whole numbers to solve problems.

Understand properties of multiplication and the relationship between multiplication and division.

Understand solving equations as a process of reasoning and explain the reasoning.

Multiply and divide within 100.

Represent and solve problems involving multiplication and division.

Rewrite rational expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Create equations that describe numbers or relationships

Represent and solve problems involving addition and subtraction.

Perform arithmetic operations on polynomials.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Use properties of operations to generate equivalent expressions.

Generate and analyze patterns.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Interpret the structure of expressions.

Represent and solve equations and inequalities graphically.

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

Work with addition and subtraction equations.

Solve equations and inequalities in one variable.

Understand and apply properties of operations and the relationship between addition and subtraction.

Solve systems of equations.

Work with equal groups of objects to gain foundations for multiplication.

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

Represent and analyze quantitative relationships between dependent and independent variables.
problem_activity: Activity
The purpose of this activity is for students to practice graphing and making sense of the graphs of systems of equations. Students construct equations from descriptions of situations, graph those equations, then consider points on the graph in context. This will be useful in their Algebra class when students write their own system of equations to represent situations.
If students are proficient at graphing lines, consider providing access to graphing technology to focus student work on the creation of the equations and interpretation of the results.
Student Facing
A ride sharing company offers two options: riding in small cars that can carry up to 3 passengers each, or riding in large vans that can carry up to 6 passengers each. A group of 27 people is going to use the ride sharing service to take a trip. The trip in a small car costs
$
10 and the trip in a large van costs
$
15. The group ends up spending
$
80 total.
An equation that represents one of the constraints is
\(3x+6y=a\)
.
What is the value of
\(a\)
?
What do
\(x\)
and
\(y\)
represent?
An equation that represents the other constraint is
\(cx+15y=80\)
. What is the value of
\(c\)
?
[IMG]
Here is a graph that represents one of the constraints. Which one? Explain how you know.
Sketch another line on the graph that represents the other constraint.
For each coordinate pair, describe its meaning in the situation and decide whether it satisfies the constraint on total number of people, the constraint on cost, or neither.
\((2,4)\)
\((1,4)\)
\((3,2)\)
At what point do the two lines intersect? What does this point mean in this situation?
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
The purpose of the discussion is to understand the connection between the situation and the equations as well as understanding the meaning of points on one of the lines, on both of the lines, or on neither of the line in context.
Display the graph showing both lines as well as the points from the activity.
[IMG]
Ask students, "How can the graph help you determine whether a point will fit one of the situations, both of the situations, or neither? How can the equations help you determine the same thing?" (On the graph, we can see if a point is on one of the lines, on both of the lines, or on neither of the lines. If it is on a line, it fits with that situation. From the equations, we can substitute in the
\(x\)
- and
\(y\)
-values to determine whether the values make the equation true or not. If the equation is true, the values fit with that situation.)


correct_option_index: 14