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: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to find all of the compositions and decompositions of 10 in the context of a Put Together/Take Apart, Both Addends Unknown story problem. Monitor for students who:
change the number of red and yellow counters on a 10-frame (MP5).
move the beads on a bead tool (MP5).
use their knowledge, possibly from memory, of different decompositions of 10.
use patterns such as switching the number of pigeons in the fountain and on the bench (MP7).
The purpose of the activity synthesis is to use the 10-frame and the bead tool to visualize how the parts that make 10 are related, specifically that adding one to one number takes one away from the other number in the decomposition.
Action and Expression: Internalize Executive Functions.
Invite students to plan a strategy, including the tools they will use, to figure out all the different ways to make 10. Students can take turns verbally sharing their plan with their partner and work on an overall plan to find all the ways to make 10.
Supports accessibility for: Organization, Conceptual Processing
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Materials from a previous activity
Required Preparation
Students can use their bead tool from a previous lesson.
Create a chart displaying solutions to be used during the lesson synthesis.
|                                                                               pigeons in the                       fountain                                                                               |                                                                                pigeons on the                       bench                                                                                 |
|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 9                        8                        7                        6                        5                        4                        3                        2                        1 | 1                        2                        3                        4                        5                        6                        7                        8                        9 |
Launch
Groups of 2
Give students access to connecting cubes or two-color counters, bead tools, and 10-frames.
Display and read the task statement.
“Work with your partner to show all of the ways that the 10 pigeons could be in the fountain and on the bench.”
Activity
7 minutes: partner work time
Student Facing
There were 10 pigeons.
Some of the pigeons were in the fountain.
The rest of the pigeons were on the bench.
How many of the pigeons were in the fountain?
Then how many of the pigeons were on the bench?
Show your thinking with objects, drawings, numbers, or words.
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 10-frame with 9 red counters and 1 yellow counter and a bead tool with 9 beads on the left and 1 on the right.
[IMG]
[IMG]
“How do the 10-frame and the bead tool show a solution for the story problem?” (There can be 9 pigeons in the fountain and 1 pigeon on the bench.)
Switch one red counter to yellow, as pictured, and move 1 bead from the right to the left.
[IMG]
[IMG]
“What if I change one of the red counters to yellow? What if I move one bead over?” (Then 8 pigeons are in the fountain and 2 pigeons are on the bench.)
“Can I keep changing red counters to yellow? Can I keep moving the beads to the other side? What will happen?” (Yes, more pigeons will be on the bench and fewer pigeons will be in the fountain.)


aligns: yes