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: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = �� ÷ 3, 6 × 6 = ?.
problem_activity: Narrative
The purpose of this activity is for students to build and compare flat and solid shapes. Students are not expected to build precise shapes. Using clay to build the shapes helps students feel the difference between flat and solid shapes. The terms “flat” and “solid” are introduced in the activity synthesis. Students may benefit from getting to hold and see the solid shapes up close as they build them.
Required Materials
Materials to Gather
Clay
Required Preparation
Each student needs a piece of clay.
Gather a cone and cylinder to display.
Launch
Groups of 2
Give each student a piece of clay.
“Use your clay to make a shape that you know.”
1 minute: independent work time
“Share your shape with your partner. How are they the same? How are they different?” (The shapes are different. I made a circle and my partner made a triangle.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
Display a cylinder.
“Make this shape with your clay.”
2 minutes: independent work time
Display a cone.
“Make this shape with your clay.”
2 minutes: independent work time
“Describe the shape that you made to your partner. What does it look like?” (It looks like an ice cream cone. It’s tall. It has a point on the bottom.)
30 seconds: quiet think time
2 minutes: partner discussion
Share responses.
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 group of flat shapes and a group of solid shapes that students created.
“What is different about the shapes that we made first and the rest of the shapes that we made?” (The shapes that we made first are all flat. The other shapes stick up.)
“The first shapes that we made were flat shapes, like circles and rectangles. Then we built some other shapes. What can we call these shapes?” (solid shapes, big shapes)
“These shapes are solid shapes.”
“Use your clay to make a flat shape.”
“Use your clay to make a solid shape.”


aligns: no