few_shots: 
Example:
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.”)

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)


Answer: 
Yes. This activity asks students to compose three-dimensional shapes, using geoblocks, to create composite shapes.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: im_lesson_009431_pos_0

1
standard_description: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
problem_activity: Narrative
The purpose of this activity is for students to ask and answer questions using their bar graphs from a previous activity. Students work with the group they collected survey data with to create questions that can be answered with their bar graphs. Then students are paired up with a new partner to use these questions to practice solving one- and two-step “how many more” and “how many fewer” problems using information presented in scaled bar graphs (MP2).
MLR8 Discussion Supports.
Prior to solving the problems, invite students to make sense of the bar graphs and take turns sharing their understanding with their partner. Listen for and clarify any questions about the context.
Advances: Speaking, Representing
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Each group needs the bar graphs they created in the previous activity.
Launch
Groups of 4
“Work with your group to complete these sentences to write questions that could be answered with your bar graph.”
5–7 minutes: small-group work time
Have each group share one of their questions and how they came up with the question.
Activity
Groups of 2
Be sure students have a partner that wasn’t in their group in the previous activity.
“Use your partner's graph to answer the questions your partner wrote. They’ll answer your questions while you’re answering theirs. Then you’ll spend a few minutes checking each other’s work.”
7–10 minutes: partner work time
Have students switch partners again and repeat as time permits.
Student Facing
Write questions that could be answered with your bar graph by completing these sentences.
How many more students liked ___________________________
than ___________________________ ?
How many fewer students liked ___________________________than
___________________________ ?
How many more students liked ___________________________or
___________________________ than ___________________________ ?
Use your partner’s graph to answer their questions. Show or explain your reasoning.
The answers to the questions from ___________________________ ’s graph:
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
“What was the most interesting question you answered about a scaled graph?”


aligns: no