few_shots: 
Example:
Problem/activity:
Narrative
The purpose of this activity is for students to create composite shapes and compose new shapes from composite shapes. For example, students may find that a rectangular prism can be made from four triangular prisms or from eight smaller cubes. Students then discover that they can combine two of the composed rectangular prisms to make a new rectangular prism.
Required Materials
Materials to Gather
Geoblocks
Launch
Groups of 4
Give each group geoblocks.
Display a large cube.
“This cube can be built from other shapes. See how many ways you can build a cube using other shapes.”
3 minutes: partner work time
Share responses.
Activity
“Choose a different shape. Try to find smaller shapes you can use to build that shape.”
5 minutes: partner work time
Student Response
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for free access to Student Response.
Activity Synthesis
Display a cube and a composite cube—for example, a cube composed of four small cubes and one rectangular prism.
Demonstrate putting the shapes together.
“What new shape did I make with the cube and the cube I made?”
“Put your shapes together to make a rectangular prism.”
Display a rectangular prism and two triangular prisms.
“Find these shapes. Put them together. What new shape can you make?” (a cube, a rectangular block)


Concept/skill: 
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)

Answer: 
Yes. This activity asks students to compose three-dimensional shapes, using geoblocks, to create composite shapes.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: im_lesson_009431_pos_0

1
standard_description: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)
problem_activity: Narrative
The purpose of this activity is for students to find the value of differences within 10. Students are encouraged to think about how patterns in subtraction problems and knowing sums within 10 can help them find the value of the differences. Students may use take away or counting on methods. The problems are written for students to think about different methods for solving. For example, students may find the value of
\(10 - 3\)
by taking away 3 to get 7, then see that they can find
\(10 - 7\)
by knowing the relationship between 3, 7, and 10. Students should work in groups of 2, with a different partner than they had in the previous activity.
Engagement: Provide Access by Recruiting Interest.
Provide choice. Invite students to decide which problem to start with.
Supports accessibility for: Social-Emotional Functioning, Attention
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Activity
Read the task statement.
“You will first find the value of each difference on your own. Then you will share your thinking with a different partner than last activity.”
5 minutes: independent work time
2 minutes: partner discussion
Student Facing
Find the value of each difference.
\(9 - 6\)
\(10 - 3\)
\(7 - 3\)
\(9 - 5\)
\(8 - 6\)
\(6 - 5\)
\(9 - 4\)
\(10 - 7\)
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
“Were there any expressions that helped you with another expression? How did they help you?” (
\(10 - 3\)
and
\(10 - 7\)
. They are related because
\(3 + 7 = 10\)
.
\(9 - 6\)
,
\(9 - 5\)
, and
\(9 - 4\)
. There is a pattern. Since the number being subtracted gets 1 bigger, the difference gets 1 smaller.)


aligns: no