few_shots: 
Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Concept/skill: 
Recognize and represent proportional relationships between quantities.

Answer: 
No. Usually problems that teach recognizing and representing proportional relationships between quantities involve deciding whether two quantities are in a proportional relationship or identifying the constant of proportionality, and then representing proportional relationships by equations or explaining proportional relationship using coordinate graphs.

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

shot_info: fl_problem_000972_neg_0

6
standard_description: Verify experimentally the properties of rotations, reflections, and translations:
- Lines are taken to lines, and line segments to line segments of the same length.
- Angles are taken to angles of the same measure.
- Parallel lines are taken to parallel lines.
problem_activity: Narrative
The purpose of this activity is for students to describe and draw shapes. Students work in pairs to describe and draw a mystery shape. Students learn that they need to be precise in describing the shape in order for their partner to draw the shape accurately and have opportunities to use the language they have learned to describe shape attributes (MP6). There are also some shapes that students have not been introduced to the formal names of. Students can describe the attributes of these shapes but are not expected to name the shapes.
MLR8 Discussion Supports.
Invite students to begin partner interactions by repeating the partner’s description before drawing it. For example, “your shape has 3 sides and 3 corners.” This gives both students an opportunity to produce language.
Advances: Conversing
Action and Expression: Internalize Executive Functions.
Students might need quiet think time to come up with words they will use to describe the shape they picked. Ask students to give their partners time in between turns to think of words.
Supports accessibility for: Conceptual Processing, Language
Launch
Display the student book.
“In the last activity, we used dot paper. What is different about this dot paper?” (There are no red dots.)
Share responses.
“Draw lines on the dot paper to make some shapes.”
2 minutes: independent work time
“Today we’re going to play a new game called ‘Draw the Mystery Shape’. One partner will choose a shape and describe it. The other partner will draw the shape.”
“Let’s try it. I’m going to describe a shape. Draw the shape that I describe on the dot paper.”
“This shape has 3 sides and 3 corners.”
30 seconds: independent work time
“Did you and your partner draw the same shape?” (No. We drew shapes with 3 sides but they don’t look the same.)
Draw or display:
[IMG]
“This was the shape I wanted you to draw. What else could I have said about the shape to help you know what to draw?” ( It is skinny. It is pointing to the side. Two sides are long and one side is short.)
Activity
“Pick a shape but don’t tell your partner which shape you picked. Tell your partner all about the shape so they can draw it.”
8 minutes: partner work time
Student Facing
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
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
“Which clues helped you figure out how to draw the shape?”


aligns: no