few_shots: Example:
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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for free access to Student Response.
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)


Standard options: 
A. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
B. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
C. 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.”)


Your response:
C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_lesson_009431

1
options: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
problem_activity: Narrative
The purpose of this activity is for students to make sense of different methods they can use to compare three-digit numbers. They analyze the thinking of others and make connections across representations (MP2, MP3). Although students have compared numbers using different representations in prior units, this activity offers them the opportunity to consider using the number line as a tool to compare three-digit numbers. In the synthesis, students will discuss which representation makes it easier to see the comparison. While students could make a case that each of the representations was easier for them, the focus is on Jada’s way, the number line.
MLR8 Discussion Supports.
Display sentence frames to support partner discussion. “_____ and _____ are the same/alike because . . .” and “_____ and _____ are different because . . . .”
Advances: Speaking, Conversing
Launch
Groups of 2
Activity
“Diego, Jada, and Clare were asked to compare 371 and 317. They each represented their thinking differently.”
“Take some time to look over their methods.”
2 minutes: independent work time
“Discuss with your partner how their methods are the same and different.”
4 minutes: partner discussion
“Now try Jada’s way.”
6 minutes: partner work time
Student Facing
Each student compared 371 and 317, but represented their thinking in different ways.
Diego
[IMG]
[IMG]
I see 3 hundreds for each number.
317 only has 1 ten, but 371 has 7 tens.
\(371 > 317\)
Clare
Each has 3 hundreds.
371 has 7 tens, but 317 only has 1 ten.
\(317 < 371\)
Jada
[IMG]
I can see that 371 is farther to the right on my number line, so I know it is greater than 317.
\(371 > 317\)
What is the same and different about these students’ representations?
Discuss with a partner.
Try Jada’s way.
Estimate the location of 483 and 443 on the number line.
Mark each number with a point. Label the point with the number it represents.
[IMG]
Use
\(>\)
,
\(=\)
, or
\(<\)
to compare 483 and 443.
______________________________
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students write comparison statements that are not true, ask them to read their statements and consider asking:
“How did you decide which number was greater?”
“How does your statement match the number line?”
Activity Synthesis
“Clare, Diego, and Jada represented their thinking in different ways. Whose method made it easier to see that 371 is greater than 317? Explain.” (Jada’s because you just have to look at which number is farther to the right. You can see 371 is farther from 0. Diego’s because I use diagrams and I can see quickly that the hundreds are the same and there are more tens, but some things were the same.)
As needed, “Jada and Diego wrote
\(371 > 317\)
, but Clare wrote
\(317 < 371\)
. Who do you agree with? Explain.” (They both mean the same thing. 371 is greater than 317, so 317 is less than 371.)


correct_option_index: 1