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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: im_lesson_009431_neg_0

1
standard_description: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
problem_activity: Problem 1
Julia, Keller, and Isreal are volunteer firefighters. On Saturday, the volunteer fire department held its annual coin drop fundraiser at a streetlight. After one hour, Keller had collected $42.50 more than Julia, and Isreal had collected $15 less than Keller. The three firefighters collected $125.95 in total. How much did each person collect?
Problem 2
Your parents are redecorating the dining room and want to place two rectangular pictures, each measuring 25 inches across, on the wall, which measures
$${10 {2\over3}}$$
feet long. They want to place the pictures so that the distance between the pictures and the distances from each picture to the end of the wall are the same, as shown in the diagram below.
[IMG]
Determine the distance each picture should be placed from the ends of the wall. Explain the strategy that you used.
Problem 3
Three toothpick configurations are shown in the chart below.
[IMG]
a.   Extend the pattern to complete the chart.
b.   How many toothpicks will be in the 10th design?
c.   Write an expression to represent the number of toothpicks in the
$$n$$
th design.
d.   Which design will have 175 toothpicks? Write and solve an equation.


aligns: no