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)


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: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
problem_activity: Narrative
The purpose of this activity is for students to use what they know about making a ten to identify which addition expressions are equivalent to
\(10 + n\)
expressions. Students should have access to double 10-frames and connecting cubes or two-color counters.
The Compare Stage 2 Addition Cards will be used again in a later lesson.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Double 10-frames
Materials to Copy
Compare Stage 2 Addition Cards to 20
Required Preparation
Create a set of Compare Stage 2 Addition Cards to 20 from the blackline master for each group of 3.
Launch
Groups of 3
Give each group a set of cards and access to double 10-frames and connecting cubes or two-color counters.
Activity
Read the task statement.
8 minutes: small-group work
Student Facing
Take out all the expression cards that have the number 10.
Mix up the rest of the cards.
Pick a card.
Place the card under the expression with 10 that it is equal to.
[IMG]
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
“We are going to create a poster and do a Gallery Walk.”


aligns: no