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: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
problem_activity: Narrative
The purpose of this activity is for students to consider possible mistakes when multiplying large numbers. Monitor for students who:
revise their answer after examining Kiran’s mistake.
recognize that
\(650 \times 10 = 6,\!500\)
so
\(650 \times 27\)
has to be much greater than 5,850.
can explain why Kiran should be multiplying
\(650 \times 2 \times 10\)
.
recognize that
\(20 \times 50 = 1,\!000\)
so there should be three zeros in the second partial product.
When students determine Kiran's error and make sense of his work, they interpret and critique the work of others (MP3).
MLR1 Stronger and Clearer Each Time.
Synthesis: Before the whole-class discussion, give students time to meet with 2–3 partners to share and get feedback on their response to “what parts of Kiran’s work do you agree and disagree with?” Invite listeners to ask questions, to press for details and to suggest mathematical language. Give students 2–3 minutes to revise their written explanation based on the feedback they receive.
Advances: Writing, Speaking, Listening
Launch
Display or write for all to see.
\(650 \times 27\)
Display each number in a different corner of the room:
14,000
18,000
13,000
19,000
“When I say go, stand in the corner with the number that you think is the most reasonable estimate for
\(650 \times 27\)
. Be prepared to explain your reasoning.”
1 minute: quiet think time
Ask a representative from each corner to explain their reasoning.
“Does anyone want to switch corners?”
Ask a student who switched corners to explain their reasoning.
“Now you are going to find this product and analyze some work.”
Activity
Groups of 2
5–7 minutes: partner work time
Student Facing
Find the value of the product.
[IMG]
Below is Kiran’s work finding the value of the product
\(650 \times 27\)
. Is his answer reasonable? Explain your reasoning.
[IMG]
What parts of the work do you agree with? Be prepared to explain your reasoning.
What parts of the work do you disagree with? Be prepared to explain your reasoning.
Look at your solution to problem 1. Is there anything you want to revise? Be prepared to explain.
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
Ask previously identified students to share their thinking.
Display Kiran's work.
“Why doesn’t 5,850 make sense?” (
\(650 \times 10 = 6,\!500 \)
so
\(650 \times 27\)
should be a lot larger than 6,500.)
“What makes sense about Kiran’s work?” (
\(650 \times 2 =1,\!300\)
, but he needs to multiply
\(650\times2\times10\)
.)
Display a student's solution or the image from the student solution.
“How do we know that 17,550 is a reasonable value for the product?” (Because
\(600 \times 30 =18,\!000\)
.)


aligns: no