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: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
problem_activity: Narrative
In a previous lesson, students described an angle to a peer so that they might draw the angle accurately without seeing it. Students learned what an angle is and have reasoned about how to describe the size of an angle.
In this activity, students use the features of an analog clock (minute hand, hour hand, and position of numbers) to explain how to draw a given angle. In doing so, they use language related to turning one or both hands on the clock. In future activities, students will relate this idea to turning a ray around a fixed point.
The hands on an actual clock are designed so that moving the minute moves the hour hand. The examples here disregard this constraint. For the purposes of this activity, it is assumed that both hands can be moved freely, or that one hand can be held in place while the other moved freely.
Required Materials
Materials to Gather
Rulers or straightedges
Launch
Groups of 2
Give students access to rulers or straightedges.
Activity
“In an earlier lesson, we played a game where you described an angle to your partner to help them draw it without seeing it.”
“Read Andre’s explanation for how to draw an angle. Try to draw his angle, and then think of another way to describe how to draw the same angle.”
3 minutes: independent work time on the first two problems
“Share your drawing and description with your partner.”
“Discuss how you would explain how to draw the other angles.”
3–5 minutes: partner discussion and work time
Monitor for students who clearly describe turning a hand around the clock and who connect the hands to the rays of the angles.
Student Facing
Andre used the hands of a clock to explain how to draw an angle to his partner.
“Imagine both hands are pointing at the 12. Turn the minute hand so it's pointing at the 3.”
[IMG]
Draw Andre’s angle.
What is another way to describe how to draw the same angle using the clock?
Use Andre’s way to explain how to draw these angles:
[IMG]
[IMG]
[IMG]
Student Response
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click here to register or sign in
for free access to Student Response.
Activity Synthesis
“Let’s listen to some different directions for how to draw these angles. As you listen, try to sketch the angle and guess which one they are describing how to draw.”
Invite 2–3 students to share the directions they wrote for drawing one of the angles. Choose students to share in a different order than the angles are presented in the task.
For each, consider asking:
“Which angle did they describe (a, b, or c) and how do you know?”
“What words help you picture how to draw the angle?” (turn right, turn left, point at 4)
“We can describe the size of an angle by explaining how much one ray has turned from the other.”


aligns: no