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: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
problem_activity: Problem 1
You are in a diner and want to know if choosing cream or sugar are independent events, that is, if one depends on the other. Below is a Venn diagram that represents the number of people in the diner one morning. A random person is chosen.
[IMG]
Is this random person more likely to have cream in his coffee if he has sugar? Calculate the probability.
Is this random person more likely to have sugar in his coffee if he has cream? Calculate the probability
Problem 2
A coin is tossed and a single six-sided die is rolled. If landing on heads is represented by
$$H$$
and rolling a
$$3$$
is represented by
$$R$$
, determine if the following is true:
$$P(H \space and \space 3)=P(H)\cdot P(3)$$


aligns: no