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: Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Problem 1
a.   Here are two ways to find the area of a rectangle that is 23 units by 31 units.
[IMG]
What do the area models have in common? How are they alike?
How are they different?
If you were to find the area of a rectangle that is 37 units by 49 units, which of the two ways of decomposing the rectangle would you use? Why?
b.   You might be familiar with different ways to write multiplication calculations. Here are two ways to calculate
$$23\times31$$
.
[IMG]
In Calculation A, how are each of the partial products obtained? For instance, where does the 3 come from?
In Calculation B, how are the 23 and 690 obtained?
Look at the area models in Part (a). Which area model corresponds to Calculation A? Which one corresponds to Calculation B?
How are the partial products in Calculation A and the 23 and 690 in Calculation B related to the numbers in the area models?
Problem 2
a.   Label the area model to represent
$$37\times49$$
and to find that product.
[IMG]
Decompose each number into its base-ten units (tens, ones, etc.) and write them in the boxes on each side of the rectangle.
Label regions A, B, C, and D with their areas. Show your reasoning.
Find the product that the area model represents. Show your reasoning.
b.   Here are two ways to calculate 37 × 49. Each number with a box gives the area of one or more regions in the area model.
[IMG]
In the boxes next to each number, write the letter(s) of the corresponding region(s).
In Calculation B, which two numbers are being multiplied to obtain 333? Which two are being multiplied to obtain 1,480?
Problem 3
Estimate the following products. Then solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help.
a.
$$73\times84$$
b.
$$48\times67$$


aligns: no