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 angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
- An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
- An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
problem_activity: Narrative
The purpose of this activity is for students to represent addition and subtraction equations on a number line. Students consider where to begin and in which direction to draw their arrows in order to accurately represent the operation in the given equation. Throughout the activity, encourage students to explain how they know their representation matches the equation. Listen for the way they explain how they know where to start and end their arrow, which direction they draw their arrow, and how they connect the length the jump represents to the equation (MP3).
MLR8 Discussion Supports.
Display sentence frames to support partner discussion: “Our number lines are the same because…”. “Our number lines are different because…”.
Advances:Speaking, Conversing
Launch
Groups of 2
“We have seen addition and subtraction equations represented on a number line. How can you tell whether a number line is representing addition or subtraction?” (Look at the direction of the arrow.)
30 seconds: quiet think time
Share responses.
Activity
“Now you are going to represent some equations on number lines. Be sure others will be able to tell from looking at your number line whether you are representing addition or subtraction.”
8 minutes: independent work time
Monitor for students who:
Mark the first number and last number in each equation with a point first. Then draw their arrow to match the operation.
Locate the first number in the equation, count a number of spaces forward or backward to match the operation, and draw an arrow to connect the two numbers.
“Compare your number lines with your partner. Explain how you know your representation matches the equation.”
3 minutes: partner discussion
Student Facing
Represent each equation on the number line.
\(15 + 7 = 22\)
[IMG]
\(18 - 6 = 12\)
[IMG]
\(46 + 7 = 53\)
[IMG]
\(33 - 9 = 24\)
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If a student's number line representation doesn't match the equation, consider asking:
“Will you please explain your representation?”
“How did you decide where to start or end on the number line?”
“How did you decide which direction to draw your arrow?”
Activity Synthesis
Display the equation and blank number line for
\(15 + 7 = 22\)
.
Invite previously selected students to share how they represented the equation on the number line.
Consider asking:
“How do you see each number in the equation in ____’s representation?”
“How do you know ___’s representation matches the operation (addition or subtraction)?”
As time permits, continue with the other equations.


aligns: no