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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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: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
problem_activity: Task
Lucy has measuring cups of sizes 1 cup, $\frac{1}{2}$ cup, $\frac{1}{3}$ cup, and $\frac{1}{4}$ cup. She is trying to measure out $\frac{1}{6}$ of a cup of water and says, ''If I fill up the the $\frac{1}{2}$ cup and then pour that into the $\frac{1}{3}$ cup until it is full, there will be $\frac{1}{6}$ of a cup of water left.''
Is Lucy's method to measure $\frac{1}{6}$ of a cup of water correct? Explain.
Lucy wonders what other amounts she can measure. Is it possible for her to measure out $\frac{1}{12}$ of a cup? Explain.
What other amounts of water can Lucy measure?


aligns: yes