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: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)
problem_activity: Activity
This activity revisits a polynomial students first encountered in an earlier lesson in this unit, relating the polynomials to the integers. The purpose of this activity is to make clear that technology allows us to identify solutions to equations that can be tedious to do by hand. The last question reinforces this point by asking students to write their own polynomial and find the
\(x\)
value that corresponds to a certain output, since they will need to estimate the solution from a graph.
The question about possible factors is meant to preview the work of the next several lessons in which students will identify factors of polynomial expressions written in standard form and eventually show that for a polynomial
\(p(x)\)
, if
\(p(a)=0\)
, then
\((x-a)\)
is a factor of
\(p(x)\)
.
Launch
Display functions
\(p\)
and
\(q\)
for all to see. Ask, “Without using a graphing calculator, what is the most points of intersection the two functions could have? The least?” Encourage students to make sketches to justify that 3 is the most and 1 is the least.
Provide access to devices that can run Desmos or other graphing technology.
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to spark students’ curiosity about a polynomial written in standard form. Display only the first sentence of this problem (“Consider the functions . . . .”) and ask students to write down possible mathematical questions that could be asked about the situation. Invite students to compare their questions before revealing the activity’s questions. Listen for and amplify any questions involving visualizing the graph, points of intersection, or possible factors. This will help students create the language of mathematical questions before feeling pressure to produce solutions.
Design Principle(s): Maximize meta-awareness; Support sense-making
Engagement: Develop Effort and Persistence.
Connect a new concept to one with which students have experienced success. For example, to help students see how questions 1 and 2 are related, ask them to find the solutions for an equation such as
\(x^2-4=12\)
. Then, invite them to briefly reflect on the steps used. Next, ask them what they would do differently if they were told to find the
\(x\)
-values where two functions
\(f(x)= x^2-4\)
and
\(g(x)=12\)
intersect. Ask students to notice what elements were similar in each process.
Supports accessibility for: Social-emotional skills; Conceptual processing
Student Facing
Consider the functions
\(p(x) = 5x^3+6x^2+4x\)
and
\(q(x) = 5640\)
.
Use graphing technology to find a value of
\(x\)
that makes
\(p(x)=q(x)\)
true.
For the
\(x\)
-value at the point of intersection, what can you say about the value of
\(5x^3+6x^2+4x-5640\)
?
What does your answer suggest is a possible factor of
\(5x^3+6x^2+4x-5640\)
?
Write your own polynomial
\(m(x)\)
of degree 3 or higher.
Use graphing technology to estimate the values of
\(x\)
that make
\(m(x)= q(x)\)
true.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students have trouble using the value of
\(5x^3+6x^2+4x-5640\)
at the
\(x\)
-value where the functions intersect to find a possible factor of
\(5x^3+6x^2+4x-5640\)
, encourage them to think about the relationship between factors of an expression and
\(x\)
-values for which the value of the expression is 0.
Activity Synthesis
The goal of this discussion is for students to see how to use technology to answer an algebraic question involving a higher degree polynomial. Invite students to share the polynomial
\(m(x)\)
that they wrote. If possible, display several versions of
\(m(x)\)
for all to see, and use the graph to estimate the
\(x\)
-values where
\(m(x)=q(x)\)
. If this is not possible, ask students to share the solutions they estimated. Students should understand that not all polynomials can be factored by hand, and that technology is a valuable tool for helping us interpret such polynomials.
Then ask students to suggest possible factors of
\(5x^3+6x^2+4x-5640\)
. After a few suggestions, ask students how they could prove something is a factor. It is important that students understand that for now, the only way to prove something like
\((x-10)\)
is a factor of
\(5x^3+6x^2+4x-5640\)
is to find the quadratic function that satisfies
\(5x^3+6x^2+4x-5640=(x-10)(ax^2+bx+c)\)
, where
\(a\)
,
\(b\)
, and
\(c\)
are real numbers. Tell students that the next lessons are about how to do this.


aligns: no