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

shot_info: im_lesson_009431_pos_0

1
standard_description: Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
problem_activity: Problem 1
__________ graham crackers are shared equally by __________ people.
a.   Choose numbers to fill in the blanks. You can only use each number once: 2, 3, 5.
b.   Represent the situation with a diagram or drawing.
c.   Explain or show how you know that each person will get the same amount of graham cracker.
Problem 2
Han’s work shows how 3 people could equally share 2 graham crackers.
[IMG]
a.   How do you know that each person gets about the same amount of graham cracker? Explain or show your thinking. Organize it so it can be followed by others.
b.   Draw a diagram to show a different way that 3 people could share 2 graham crackers so each person got about the same amount of graham cracker.
Problem 3
a.   Using the set of cards (cut out from
Template: Equal Shares
), match each representation with a situation and expression. Some situations and expressions will have more than one matching representation.
b.   Choose one set of matched cards.
Show or explain how the diagram(s) and expression represent the number of sandwiches being shared.
Show or explain how the diagram(s) and expression represent the number of people sharing the sandwiches.
How much sandwich does each person get in the situation?


aligns: no