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
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
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: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: The estimated size for a population of rabbits and a population of coyotes in a desert habitat are shown in the table. The estimated population sizes were recorded as a part of a long-term study related to the effect of commercial development on native animal species.
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"em": [{"_value": "n"}], "_values": ["Years since initial count (", ")"]}, {"_value": "0"}, {"_value": "3"}, {"_value": "6"}, {"_value": "9"}, {"_value": "12"}, {"_value": "15"}, {"_value": "18"}, {"_value": "21"}, {"_value": "24"}]}, {"td": [{"em": [{"_value": "r"}], "_values": ["Estimated number of rabbits (", ")"]}, {"_value": "14,989"}, {"_value": "10,055"}, {"_value": "5,002"}, {"_value": "10,033"}, {"_value": "15,002"}, {"_value": "10,204"}, {"_value": "4,999"}, {"_value": "10,002"}, {"_value": "14,985"}]}, {"td": [{"em": [{"_value": "c"}], "_values": ["Estimated number of coyotes (", ")"]}, {"_value": "1,995"}, {"_value": "2,201"}, {"_value": "2,003"}, {"_value": "1,795"}, {"_value": "1,999"}, {"_value": "2,208"}, {"_value": "2,010"}, {"_value": "1,804"}, {"_value": "2,001"}]}]}]}]}
Below are sketches of each graph, with a curve fitted to the data.
[IMG]
[IMG]
Write the function for each situation and then calculate the two different numbers of years where the population estimate is about 13,000 for rabbits and 2,100 for coyotes.


aligns: no