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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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: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
problem_activity: Narrative
The purpose of this activity is for students to analyze a line plot that represents lengths that are measured to the nearest half inch. They make observations and write statements about the data represented in the line plot, and then generate questions that could be answered with the line plot. When students recognize how organizing data helps to read the information and to answer questions, they learn that line plots are a powerful tool to present data (MP5).
Launch
Groups of 2
Display the list and line plot.
“The list and the line plot both show the heights of seedlings. A seedling is a young plant. Where have you seen seedlings before?” (At the park. In a garden.)
“Looking at the list, can we tell the height of the shortest seedling?” (Yes,
\(\frac{1}{2}\)
inch). “What about the tallest seedling?” (Yes, 5 inches)
“Draw a quick sketch of the shortest seedling and the tallest seedling at their actual heights. Use what you know about the length of an inch.”
1 minute: independent work time
“Share your sketches with your partner.”
“What else can we tell about the seedlings from looking at the list?” (Twenty-two seedlings were measured. There are two seedlings that are 3 inches tall.)
1 minute: partner discussion
Share responses.
Activity
“Now, take a close look at the line plot. Think about what information we can gather from the line plot and what questions it can help to answer.”
“Work with your partner to complete these problems.”
7–10 minutes: partner work time
Student Facing
heights of seedlings (in inches)
\(\frac{1}{ 2}\)
1
1
\(\frac{1}{ 2}\)
\(1\frac{1}{ 2}\)
\(2\frac{1}{ 2}\)
4
\(\frac{1}{ 2}\)
3
\(1\frac{1}{ 2}\)
5
\(1\frac{1}{2}\)
\(1\frac{1}{2}\)
\(2\frac{1}{2}\)
3
\(\frac{1}{2}\)
\(2\frac{1}{2}\)
\(1\frac{1}{2}\)
1
\(1\frac{1}{2}\)
4
2
[IMG]
[IMG]
Write 3 statements about the measurements represented in the line plot.
What questions could be answered more easily with the line plot than the list? Write at least 2 questions.
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 the list and the line plot.
“How is the information displayed in the line plot different from that in the list?” (In the line plot, all the measurements that are the same length are together. The measurements go from smallest to largest along the bottom. In the line plot, we don’t keep writing the numbers over and over, we would just use an x for each measurement.)
“What were some questions that could be more easily answered with the line plot than the list?” (“How many seedlings were 3 inches tall?” because we could just count the x’s at 3 instead of searching through the list. “What’s the shortest seedling?” because we can find the x on the left end of the scale. “Which seedling height was the most common?” because we can see which number has the most x’s.)


aligns: no