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: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
The purpose of this activity is for students to compare two numbers in context, to explain or show their reasoning, and record the results of the comparisons with the symbols >, =, or < (MP2). The numbers may be fractions with the same numerator or the same denominator, or a fraction and a whole number.
Students are likely to generate different comparison statements for the same situation. For example, they may write
\(\frac{5}{8} > \frac{3}{8}\)
or
\(\frac{3}{8}<\frac{5}{8}\)
to represent
\(\frac{5}{8}\)
being the greater fraction. During synthesis, discuss how both statements capture the comparison and are valid.
MLR8 Discussion Supports.
Synthesis: As students share the similarities and differences between the representations and comparison statements, use gestures to emphasize what is being described. For example, show with your fingers the partitions such as fourths or eighths that are the same in the representations that are being compared.
Advances: Listening, Representing
Engagement: Provide Access by Recruiting Interest.
Synthesis: Optimize meaning and value. Invite students to share a connection between activity content and their own lives. Ask “How can I use this in my own life?”
Supports accessibility for: Conceptual Processing
Launch
Groups of 2
“Let’s use what we learned about comparing fractions and recognizing equivalent fractions to solve problems about lengths.”
Activity
“Work independently to solve the problems. For each one, be sure to show your thinking and to write a comparison statement.”
6–8 minutes: independent work time
“Share your responses and reasoning with your partner.”
2–3 minutes: partner discussion
Monitor for:
different representations or reasoning strategies used for the same problem, such as diagrams, fraction strips, number lines, or explanations in words
different statements written for the same problem, such as
\(4=\frac{12}{3}\)
and
\(\frac{12}{3}=4\)
, or
\(\frac{2}{3} > \frac{2}{8}\)
and
\(\frac{2}{8} < \frac{2}{3}\)
Student Facing
For each problem:
Answer the question and explain or show your reasoning.
Represent your answer with a statement that uses the symbols >, <, or =.
A beetle crawled
\(\frac{2}{8}\)
of the length of a log. A caterpillar crawled
\(\frac{2}{3}\)
of the length of the same log. Which insect crawled farther?
A grasshopper is 4 centimeters long. A caterpillar is
\(\frac{12}{3}\)
centimeters long. Which insect is longer?
[IMG]
A ladybug crawled
\(\frac{3}{8}\)
the length of a branch. An ant crawled
\(\frac{5}{8}\)
the length of the same branch. Which insect crawled farther?
A grasshopper jumped
\(\frac{5}{8}\)
the width of the sidewalk. A frog jumped
\(\frac{5}{6}\)
the width of the same sidewalk. Which jumped a longer distance?
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 2–3 students to share their reasoning strategies or representations for at least one of the situations.
“How did you use what you’ve learned in earlier lessons to compare fractions?” (If the fractions had the same numerator, I thought about the size of the denominators. If they had the same denominator, I compared the numerators.)
Select students who wrote different but equally valid comparison statements (for instance,
\(\frac{2}{8}<\frac{2}{3}\)
and
\(\frac{2}{3} > \frac{2}{8}\)
) to share.
Discuss how to read each statement and ask students whether both accurately represent the comparison.
Emphasize that we can write comparison statements in more than one way, but we need to check that the statements make sense given the numbers we write and the symbols we use.


aligns: yes