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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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: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
problem_activity: Problem 1
Mr. Wynn now wants to cover a part of the gym with butcher paper to work on a large painting. He covers a section of the gym that is 30 feet long and 35 feet wide. Then he realizes he needs a bit more space for the painting and adds a section of butcher paper that is 4 feet long and 35 feet wide.
a.   How many square feet of butcher paper did Mr. Wynn use for his painting?
b.   What is the total length and width of Mr. Wynn’s painting?
Problem 2
a.   Label the area model to represent 31 × 23 and to find that product.
Decompose each number into its base-ten units (tens and ones) and write them in the boxes on each side of the rectangle.
[IMG]
Label regions A, B, C, and D with their areas. Show your reasoning.
Find the product that the area model represents. Show your reasoning.
b.   Here is one way to calculate 31 × 23. Each number with a box gives the area of one region in the area model.
[IMG]
In the boxes next to each number, write the letter of the corresponding region.
There is a 1 above the hundreds digit in the sum. What does that 1 represent?
Problem 3
Estimate each product. Then use any method to solve.
a.
$$26\times37$$
b.
$$81\times52$$
c.
$$68\times73$$


aligns: no