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)


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: im_lesson_009431_pos_0

1
standard_description: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
problem_activity: Optional activity
In this activity, students are given pictures and descriptions of planes cutting prisms and pyramids. Students are asked to draw cross sections freehand but this is not a skill that is required in order for students to be able to describe two-dimensional shapes created from cross sections, which is why this is an optional activity. Some pictures are of a moving plane. Students describe how the cross section changes as the plane moves.
If students have access to the digital activity there are applets to explore the cross sections.
Adapted from applets created in GeoGebra by
Anthony C.M. OR
.
Digital
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time followed by time to discuss shapes of cross sections with a partner. Follow with a whole-class discussion.
Student Facing
Use the applet to draw each cross section and describe it in words. Start each one by dragging the gray bar on the left side across the screen until you see the whole 3D image on the left and the controls on the right.
Here is an applet with a rectangular prism, 4 units by 2 units by 3 units.
A plane cuts the prism parallel to the bottom and top faces.
The plane moves up and cuts the prism at a different height.
A vertical plane cuts the prism diagonally.
A square pyramid has a base that is 4 units by 4 units. Its height is also 4 units.
A plane cuts the pyramid parallel to the base.
A vertical plane cuts the prism.
A cube has an edge of length 4.
A plane cuts off the corner of the cube.
The plane moves farther from the corner and makes a cut through the middle of the cube.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time followed by time to discuss shapes of cross sections with a partner. Follow with a whole-class discussion.
Student Facing
Draw and describe each cross section.
Here is a picture of a rectangular prism, 4 units by 2 units by 3 units.
[IMG]
A plane cuts the prism parallel to the bottom and top faces.
[IMG]
The plane moves up and cuts the prism at a different height.
[IMG]
A vertical plane cuts the prism diagonally.
[IMG]
A square pyramid has a base that is 4 units by 4 units. Its height is also 4 units.
A plane cuts the pyramid parallel to the base.
[IMG]
A vertical plane cuts the prism.
[IMG]
A cube has an edge of length 4.
A plane cuts off the corner of the cube.
[IMG]
The plane moves farther from the corner and makes a cut through the middle of the cube.
[IMG]
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
Select students to share their drawings and descriptions. Consider asking some of the following questions:
“How did you figure out the shape of the cross section?”
“What helped you visualize the shape?”
“Were any of the shapes you drew here similar to the shapes you described in the previous activity?”
Conversing: MLR8: Discussion Supports.
To support a rich discussion while students are describing two-dimensional shapes created from cross sections, invite students to include details in their descriptions and drawings of each cross section. Provide sentence frames such as: “The cross section is ____ because . . .”, “A plane cuts _____ as shown by . . .”, or “The dimensions of a cross section are ______ since . . . .” This will help students make sense of complex language as they draw and describe cross sections shown in each figure.
Design Principle(s): Cultivate conversation


aligns: no