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: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
problem_activity: Narrative
In this activity, students examine the rectangles drawn by their classmates and learn the term
factor pairs
. Students recognize the side lengths of each rectangle as a factor pair of its area.
This activity uses
MLR7 Compare and Connect
.
Advances: representing, conversing
Launch
Groups of 2
Activity
5–7 minutes: gallery walk
Monitor for different explanations students offer for how they know whether all possible rectangles with a given area have been found.
Student Facing
As you visit each poster, discuss with your partner:
What do you notice? Use the following sentence frames when you share:
“I notice that some of the posters . . . .”
“I notice the posters for numbers _____ and _____ are alike because . . . .”
How do you know that all possible rectangles were found for the given area?
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
MLR7 Compare and Connect
“What is the same and what is different between the rectangles on the posters?”
30 seconds: quiet think time
1 minute: partner discussion
“How do you know that all possible rectangles have been found for the given area?” (We could not find any other numbers that multiply together to make the area.)
Display the rectangles for 21: 1 by 21 and 3 by 7.
“Are there any more rectangles we can draw? Why or why not?” (No, there are no more whole-number factors of 21. Or, no, because to get 21 we can multiply only 1 and 21, 3 and 7, 7 and 3, and 21 and 1.)
“We call 1 and 21 a
factor pair
of 21 because each of them is a factor of 21 and multiplying them gives 21. Another factor pair of 21 is 3 and 7.”
“Work with your partner to write down the factor pairs for the areas you were assigned.”
2 minutes: partner work time


aligns: no