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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click here to register or sign in
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)


Concept/skill: 
Recognize area as an attribute of plane figures and understand concepts of area measurement.

Answer: 
No. This activity does not teach students area as an attribute of plane figures. Instead, the activity focuses on solid, three-dimensional figures.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: im_lesson_009431_neg_0

1
standard_description: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
problem_activity: Warm-up
The purpose of this warm-up is for students to reason about powers of positive and negative numbers. While some students may find the numeric value of each expression to make a comparison, it is not always necessary. Encourage students to reason about the meaning of the integers, bases, and exponents rather than finding the numeric value of each expression.
Launch
Display one problem at a time. Give students up to 1 minute of quiet think time per problem and tell them to give a signal when they have an answer and a strategy. Follow with a whole-class discussion.
There may be some confusion about how negative numbers interact with exponents. Tell students that exponents work the same way for both positive and negative bases. In other words,
\((\text- 3)^2 = \text- 3 \boldcdot \text- 3\)
.
Students may also struggle to interpret the notation difference between two expressions such as
\((\text- 4)^2\)
and
\(\text- 4^2\)
. Tell students that the interpretation of the first expression is
\((\text- 4)^2 = \text- 4 \boldcdot \text- 4\)
and the interpretation of the second expression is
\(\text- 4^2 = \text- 1 \boldcdot 4 \boldcdot 4\)
.
Student Facing
Is each statement true or false? Be prepared to explain your reasoning.
\(3^5 < 4^6\)
\(\left(\text- 3\right)^2 < 3^2\)
\(\left(\text- 3\right)^3 = 3^3\)
\(\left( \text- 5 \right) ^2 > \text- 5^2\)
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
Poll students on their response for each problem. Record and display their responses for all to see. If all students agree, ask 1 or 2 students to share their reasoning. If there is disagreement, ask students to share their reasoning until an agreement is reached. After the final problem, ask students if the same strategies would have worked if all of the bases were 10 to highlight the idea that powers with a base of 10 behave the same as those with bases other than 10.
To involve more students in the conversation, consider asking:
“Do you agree or disagree? Why?”
“Who can restate ___’s reasoning in a different way?”
“Does anyone want to add on to _____’s reasoning?”


aligns: no