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: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
problem_activity: Problem 1
In the diagram below,
$${m\parallel p}$$
.
[IMG]
a. Write three equations that are perpendicular to line
$$m$$
.
b. What is the relationship between your three equations and line
$$p$$
?
c. Find the distance between line
$$m$$
and
$$p$$
using your three equations. What do you notice?
Problem 2
In the diagram below,
$${\overleftrightarrow {AI} \parallel {\overleftrightarrow {CK}}}$$
and
$${\overleftrightarrow{IC} \perp \overleftrightarrow {AK}}$$
. How can you use the triangles
$${AHI}$$
and
$${KHC}$$
to prove that the slopes for
$${\overleftrightarrow{AI}}$$
and
$${\overleftrightarrow {CK}}$$
are the same?
[IMG]
Problem 3
Write three equations that are parellel to
$${\overleftrightarrow{AB}}$$
.
[IMG]


aligns: no