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: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this How Many Do You See is for students to begin recognizing quantities represented on fingers without having to count. In this warm-up, students see numbers greater than 5, requiring 2 hands to represent. Students show the number with their fingers before answering, “How many do you see?" At this point, some students may still need to count, however with repeated exposure to quantities represented with fingers, they will begin to recognize numbers 1–10. As students make use of the structure of 5 fingers on each hand (MP7), they look for and express regularity in repeated reasoning through subitizing (MP8).
Launch
Groups of 2.
“How many do you see? How do you see them?”
Display 5 fingers.
[IMG]
Activity
“Discuss your thinking with your partner.”
30 seconds: partner discussion
Share responses.
“Use your fingers to show how many there are.”
Repeat with 6 fingers and 7 fingers.
[IMG]
[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
“Work with your partner. One person show 6 with your fingers. One person show 7 with your fingers.”
“Who is holding up fewer fingers? How do you know?” (The person with 6 fingers up is holding up fewer fingers. There is only 1 finger up on the extra hand.)
“6 is less than 7.”


aligns: no