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: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
problem_activity: Warm-up
The purpose of this warm-up is for students to use repeated reasoning to write an algebraic expression to represent a rule of a function (MP8). The whole-class discussion should focus on the algebraic expression in the final row, however the numbers in the table give students an opportunity to also practice calculating the square of numbers written in fraction and decimal form.
Launch
Arrange students in groups of 2. Give students 1–2 minutes of quiet work time and then time to share their algebraic expression with their partner. Follow with a whole-class discussion.
Student Facing
Fill in the table of input-output pairs for the given rule. Write an algebraic expression for the rule in the box in the diagram.
[IMG]
|     input     | output |
|---------------|--------|
|       8       |        |
|      2.2      |        |
| \(12\frac14\) |        |
|     \(s\)     |        |
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
Select students to share how they found each of the outputs. After each response, ask the class if they agree or disagree. Record and display responses for all to see. If both responses are not mentioned by students for the last row, tell students that we can either put
\(s^2\)
or
\(A\)
there. Tell students we can write the equation
\(A = s^2\)
to represent the rule of this function.
End the discussion by telling students that while we’ve used the terms input and output so far to talk about specific values, when a letter is used to represent any possible input we call it the
independent variable
and the letter used to represent all the possible outputs is the
dependent variable.
Students may recall these terms from earlier grades. In this case,
\(s\)
is the independent variable and
\(A\)
the dependent variable, and we say “
\(A\)
depends on
\(s\)
.”


aligns: no