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
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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: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: The estimated size for a population of rabbits and a population of coyotes in a desert habitat are shown in the table. The estimated population sizes were recorded as a part of a long-term study related to the effect of commercial development on native animal species.
|  Years since initial count (       *        n       *       )  |   0    |   3    |   6   |   9    |   12   |   15   |  18   |   21   |   24   |
|----------------------------------------------------------------|--------|--------|-------|--------|--------|--------|-------|--------|--------|
| Estimated number of rabbits (       *        r       *       ) | 14,989 | 10,055 | 5,002 | 10,033 | 15,002 | 10,204 | 4,999 | 10,002 | 14,985 |
| Estimated number of coyotes (       *        c       *       ) | 1,995  | 2,201  | 2,003 | 1,795  | 1,999  | 2,208  | 2,010 | 1,804  | 2,001  |
Below are sketches of each graph, with a curve fitted to the data.
[IMG]
[IMG]
Write the function for each situation and then calculate the two different numbers of years where the population estimate is about 13,000 for rabbits and 2,100 for coyotes.


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