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
Teachers with a valid work email address can
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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: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
problem_activity: Warm-up
This warm-up is the first time students are asked to find
\(A\%\)
of
\(B\)
when
\(B\)
is not 100 or 1.
Students may approach the problem in a few different ways, with or without filling in values on the provided double number line diagram. For example, they may understand from the fundraising context of the problem that \$40 is 100% because it is the amount of the goal. From there, they may simply find half of \$40 for the 50% value and add that value to \$40 to find the 150% value. Other students may use equivalent ratio reasoning to calculate the value at 50% and 150%. As students work, notice the different strategies used and any misconceptions so they can be addressed during discussion.
Launch
Remind students that in the previous lesson, we found percentages of 100 and of 1 using double number lines. Explain that in this lesson we will find percentages of other numbers. Give students 2 minutes of quiet work time, and follow with a whole-class discussion. Encourage students to create a double number line to help them answer the questions if needed.
Student Facing
Each of three friends—Lin, Jada, and Andre—had the goal of raising
$
40. How much money did each person raise? Be prepared to explain your reasoning.
Lin raised 100% of her goal.
Jada raised 50% of her goal.
Andre raised 150% of his goal.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may be surprised by a percentage greater than 100. If they are puzzled by this, explain that Andre raised more money than the goal.
Activity Synthesis
Consider displaying this double number line for all to see.
[IMG]
Invite a few students to share their solving strategies. One way to highlight the different techniques students use is to invite several students to explain how they calculated the amount of money raised by Andre. We can find 150% of 40 in several ways. For example, we can add the values of 50% of 40 and 100% of 40. We can also reason that since
\(100 \boldcdot (1.5) = 150\)
then
\(40 \boldcdot (1.5) = 60\)
, which means \$60 is 150% of \$40.
If not uncovered in students’ explanations, explain that we are finding percentages of \$40, since this number—not 100 cents or 1 dollar—is the fundraising goal for the three friends. Since 100% of a goal of \$40 is \$40, the 100% and \$40 are lined up on the double number line.
Students who relied on the visual similarity between, for example, \$0.25 is 25% of 1 dollar in the previous lesson find this strategy unworkable here (as \$50 is not 50% of \$40). To encourage students to use their understanding of equivalent ratios to reason about percent problems, ask the class to explain—either when the above misconception arises or as a closing question—why \$50 is not 50% of \$40, but 50% of 100 cents is 50 cents.


aligns: no