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: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) ^( )Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
problem_activity: Problem 1
Ms. Holcombe buys 850 snacks for Monday and Tuesday. After handing out one snack to each student on Monday, she wants to make sure there will be enough snacks on Tuesday without having to count all of them. Since there are 438 students at Match Community Day, she says, "There are about 400 students at MCD. That means we have about 450 snacks left after handing out Monday’s snack. That’ll be enough for Tuesday!"
a.   Explain why Ms. Holcombe is not correct.
b.   How could Ms. Holcombe have used rounding to estimate more accurately?
c.   What is the exact number of snacks leftover for Tuesday?
Problem 2
Millie has 403 pennies in her piggy bank. Paulina has 185 pennies in her piggy bank. How many more pennies does Millie have than Paulina? Solve. Then assess the reasonableness of your answer.
Problem 3
Ms. Dowling’s class knows there are 149 students in Grades 11 and 12, and 317 students at Match High School in total. Three students are trying to figure out about how many students are in Grades 9 and 10 at Match High School. Here’s how each of them computed:
| **           Student          ** | **           Computation          ** |
|----------------------------------|--------------------------------------|
|               Matt               |              300 - 100               |
|             Beatriz              |              320 - 150               |
|              Alicia              |              317 - 100               |
Whose estimate is closest to the actual solution? How do you know?


aligns: no