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: 
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: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
problem_activity: Warm-up
In this warm-up, students use their understanding of normal distributions to determine whether the difference is likely due to the random groupings or the treatment.
Student Facing
A scientist divides 30 strawberry plants into two groups at random. One group of 15 plants will represent the control group and is grown in standard greenhouse conditions. The second group of 15 plans will represent the treatment group and will grow under the same conditions except they are grown in a different type of soil. After 6 weeks, the total weight (in grams) of the strawberries are measured for each plant. The scientist then performs a randomized experiment to compare the groups.
The data are summarized by these statistics and histogram.
Mean for the control group: 238.67 grams
Mean for the group with different soil: 347.47 grams
Mean of differences in means from randomized groupings: -0.540 grams
Standard deviation of differences in means from randomized groupings: 29.83 grams
[IMG]
Is there evidence that the difference in means from the original groupings is due to the different soil or is it likely that the difference is due to the way the plants were grouped? Explain your reasoning.
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
The purpose of the discussion is to recall how the mean and standard deviation determine a normal distribution which can then be used to determine whether the observed difference in means is likely due to the random groupings or whether there is evidence that it is due to the treatment.
Ask students,
"Why is it useful to know the standard deviation for the differences in means from randomized groupings?" (This number gives a sense of how spread out we expect the differences to get based on the groupings. It can be used to determine a normal distribution to determine how likely it is that the observed difference in means is due to chance groupings.)
"How could the 'mean of differences in means from randomized groupings' be calculated using the original data?" (Redistribute the original data into two groups using a chance process to create new randomized groupings. Find the mean of each group and record the difference in means. Repeat the process many times to collect many differences in means for the groups. Find the mean of those recorded differences.)


aligns: no