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
Teachers with a valid work email address can
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: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Task
Some of the problems below can be solved by multiplying $\frac18\times\frac25$, while others need a different operation. Select the ones that can be solved by multiplying these two numbers. For the remaining, tell what operation is appropriate. In all cases, solve the problem (if possible) and include appropriate units in the answer.
Two-fifths of the students in Anya’s fifth grade class are girls. One-eighth of the girls wear glasses. What fraction of Anya’s class consists of girls who wear glasses?
A farm is in the shape of a rectangle $\frac18$ of a mile long and $\frac25$ of a mile wide. What is the area of the farm?
A pizza is cut into 8 slices.  There is $\frac25$ of the pizza left. If Jamie eats another slice,  $\frac18$ of the original whole pizza, what fraction of the original pizza is left over?
In Sam’s fifth grade class, $\frac18$ of the students are boys. Of those boys, $\frac25$ have red hair. What fraction of the class is red-haired boys.
Alex was planting a garden. He planted $\frac25$ of the garden with potatoes and $\frac18$ of the garden with lettuce. What fraction of the garden is planted with potatoes or lettuce?
The track at school is $\frac25$ of a mile long. If Jason has run $\frac18$ of the way around the track, what fraction of a mile has he run?


aligns: no