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: Analyze and solve pairs of simultaneous linear equations.
problem_activity: Problem 1
Graph the system of equations in the coordinate plane and identify the solution.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${y=4}$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$${y=-x+2}$$"}], "br": [{}]}, {"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"alt": "", "src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/09/23/slice-1-2022-09-23t102423420.png", "style": "width: 425px; height: 415px;"}}]}]}]}]}]}
Problem 2
Graph the system of equations in the coordinate plane. Identify the solution to the system and verify it algebraically.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"p": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${2x-3y=18}$$"}]}, {"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${2x+y=2}$$"}]}]}, {"p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"alt": "", "src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/09/23/slice-1-2022-09-23t103817981.png", "style": "width: 425px; height: 314px;"}}]}]}]}]}]}]}
Problem 3
Line
$$a$$
is shown on the coordinate grid. Construct line
$$b$$
on the coordinate grid so that
Line
$$a$$
and line
$$b$$
represent a system of linear equations with a solution of (
$$6$$
,
$$-2$$
).
The slope of line
$$b$$
is greater than
$$-1$$
and less than
$$0$$
.
The
$$y$$
-intercept of line
$$b$$
is positive.
[IMG]


aligns: yes