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: Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

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.

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.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

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

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

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

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.

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.

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.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
problem_activity: Narrative
The purpose of this activity is for students to partition rectangles to create rows and columns of equal-size squares. In the launch, students build an array with tiles and then represent it on a rectangle with tick marks as guidance. They will partition rectangles without tick marks in the next activity.
MLR2 Collect and Display.
Synthesis: Direct attention to words collected and displayed from the previous lessons. Include the word “partition.” Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading
Required Materials
Materials to Gather
Inch tiles
Rulers
Launch
Groups of 2
Give students rulers and inch tiles.
Activity
“Use 8 tiles to make a rectangle. Your tiles should be in 2 rows.”
1 minute: independent work time
“Now, draw lines in the rectangle to show the squares. It should have the same number of equal-size squares as the rectangle you made out of tiles. You may use a ruler if it helps you.”
1 minute: independent work time
“You will draw lines to partition 2 more rectangles into equal-size squares. You can also use the tiles to build it first, if that helps.”
10 minutes: independent work time
Student Facing
Build a rectangle with 8 tiles arranged in 2 rows. Use a ruler to partition the rectangle to match the rectangle you made.
[IMG]
Use a ruler to partition the rectangle using the tick marks as a guide.
[IMG]
How many rows of equal-size squares did you make?
How many columns did you make?
Write 2 equations to represent the total number of equal-size squares.
Use a ruler to partition the rectangle using the tick marks as a guide.
[IMG]
How many rows of equal-size squares did you make?
How many columns did you make?
Write 2 equations to represent the total number of equal-size squares.
Student Response
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for free access to Student Response.
Advancing Student Thinking
If students create equations that match the total number of squares, but do not represent the sum of squares in each row or the sum of squares in each column, consider asking:
“How does your equation match the array?”
“Can you write an equation with equal addends that shows the sum of each row or column?”
Activity Synthesis
Invite 1
–
2 students to share their rectangles and equations for their rectangle with 3 rows and 5 columns. (
\(3 + 3 + 3 + 3 + 3 = 15\)
or
\(5 + 5 + 5 = 15\)
)
Draw a rectangle and partition to show:
[IMG]
“How is this partition different from what we did in this activity?” (The squares aren’t the same size and the last column has 4 not 3.)


correct_option_index: 8

9