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
click here to register or sign in
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: 
Recognize area as an attribute of plane figures and understand concepts of area measurement.

Answer: 
No. This activity does not teach students area as an attribute of plane figures. Instead, the activity focuses on solid, three-dimensional figures.

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

shot_info: im_lesson_009431_neg_0

1
standard_description: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Narrative
The purpose of this activity is for students to practice multiplying fractions. The structure of the activity is identical to the previous one except that the goal is to have the smallest product. Monitor for students who identify the common structure with the previous game and place the larger numbers in the denominator and the smaller ones in the numerator (MP8).
Engagement: Internalize Self-Regulation.
Synthesis: Provide students an opportunity to self-assess and reflect on their own progress. For example, ask students to compare their calculated products to their partner’s. Encourage students to include how each factor impacted the product in their comparisons.
Supports accessibility for: Conceptual Understanding, Language
Required Materials
Materials to Gather
Paper clips
Required Preparation
Each group of 2 needs a paper clip.
Launch
Groups of 2
“We are going to play another round of Fraction Multiplication Compare, but this time the person with the smallest product is the winner.”
“Will you use the same strategy that you used when trying to make the greatest product?" (No because there the goal was to get the biggest product.)
1 minute: quiet think time
1 minute: partner discussion
Give each group a paper clip.
“Play Fraction Multiplication Compare with your partner.”
Activity
10–15 minutes: partner work time
Student Facing
[IMG]
Use the directions to play Fraction Multiplication Compare with your partner.
Spin the spinner.
Write the number you spun in one of the four blank boxes.
Player two spins and writes the number on their game board.
Continue taking turns until all four blank boxes are filled.
Multiply your fractions.
The player with the smallest product wins.
Play again.
Round 1
\(\frac{\boxed{\phantom{111\frac{1}{1}}}}{\boxed{\phantom{111\frac{1}{1}}}}\, \times\, \frac{\boxed{\phantom{111\frac{1}{1}}}}{\boxed{\phantom{111\frac{1}{1}}}}\, =\, \underline{\hspace{1cm}}\)
Round 2
\(\frac{\boxed{\phantom{111\frac{1}{1}}}}{\boxed{\phantom{111\frac{1}{1}}}}\, \times \, \frac{\boxed{\phantom{111\frac{1}{1}}}}{\boxed{\phantom{111\frac{1}{1}}}}\, = \,\underline{\hspace{1cm}}\)
What strategy did you use to choose where to write the numbers?
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
“How was this game the same as the earlier version of Fraction Multiplication Compare?” (I knew where to put big numbers like 8 and 9 and small numbers like 1 and 2. It was hard to know where to put the middle numbers like 4 or 5.)
“How did your strategy change when trying to make the smallest product?” (It was the opposite of the first game. I tried to put the biggest numbers in the denominator and the smallest numbers in the numerator).


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