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: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
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