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: Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
Three students are partitioning a number line into fourths. Their work is shown.
Chadwick’s number line:
[IMG]
Allan's number line:
[IMG]
Dobrilla's number line:
[IMG]
Whose partitioning makes the most sense to you? Explain your reasoning.
Problem 2
a.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "width:40%"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{3}{4}$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{6}{4}$$"}], "_values": ["Locate and label", "and", "."]}, {"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/kQe2ZUaTBYoyNxM10w8iGO_7BJFW5.png"}}]}]}]}]}]}
b.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "width:40%"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{7}{8}$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{12}{8}$$"}], "_values": ["Locate and label", "and", "."]}, {"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/kQe2ZUaTBYoyNxM10w8iGO_7BJFW5.png"}}]}]}]}]}]}
c.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "width:40%"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{2}{3}$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{4}{3}$$"}], "_values": ["Locate and label", "and", "."]}, {"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/kQe2ZUaTBYoyNxM10w8iGO_7BJFW5.png"}}]}]}]}]}]}
d.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "width:40%"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{2}{6}$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{7}{6}$$"}], "_values": ["Locate and label", "and", "."]}, {"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/3oblwjHOuDBzsytcrLOy5H_XO8XTR.png"}}]}]}]}]}]}
e.   How did you partition the number line when you were locating the numbers
$$\frac{7}{8}$$
and
$$\frac{12}{8}$$
? Explain your reasoning.
f.   What patterns did you notice in the fractions you located?
Problem 3
Locate and label a point on the number line for
$$\frac{7}{3}$$
. Be as exact as possible.
[IMG]


aligns: no