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: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
problem_activity: Problem 1
Two different students solved the problem
$$1\frac9{10}+5\frac4{10}$$
below. Study their work and determine whether the strategy they used works.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%; layout: fixed"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align: center; width: 50%;"}, "strong": [{"_value": "Student A"}]}, {"_attributes": {"style": "text-align: center; width: 50%;"}, "strong": [{"_value": "Student B"}]}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/03/24/g4mathu5l14_at1a.png", "style": "width: 200px; height: 108px;"}}]}, {"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/03/24/g4mathu5l14_at1b.png", "style": "width: 125px; height: 140px;"}}]}]}]}]}]}
Problem 2
Two different students solved the problem
$$4\frac38-3\frac68$$
below. Study their work and determine whether the strategy they used works.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align: center; width: 50%;"}, "strong": [{"_value": "Student C"}]}, {"_attributes": {"style": "text-align: center; width: 50%;"}, "strong": [{"_value": "Student D"}]}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/03/24/g4mathu5l14_at2a.png", "style": "width: 175px; height: 169px;"}}]}, {"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/03/24/g4mathu5l14_at2b.png", "style": "width: 100px; height: 206px;"}}]}]}]}]}]}
Problem 3
Solve.
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align: center;"}, "p": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$1+\\frac{5}{12}$$"}]}, {"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{11}{12} + \\frac5{12}$$"}]}]}, {"_attributes": {"style": "text-align: center;"}, "p": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$8+4\\frac36$$"}]}, {"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$7\\frac56+4\\frac36$$"}]}]}, {"_attributes": {"style": "text-align: center;"}, "p": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$1\\frac1{10}-\\frac1{10}$$"}]}, {"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$1\\frac1{10}-\\frac2{10}$$"}]}, {"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$1\\frac1{10}-\\frac4{10}$$"}]}]}, {"_attributes": {"style": "text-align: center;"}, "p": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$6\\frac15-5$$"}]}, {"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$6\\frac15-4\\frac45$$"}]}, {"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$6\\frac15-4\\frac25$$"}]}]}]}]}]}]}


aligns: no