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
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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)


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: im_lesson_009431_neg_0

1
standard_description: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
problem_activity: Warm-up
The purpose of this warm-up is to engage students' intuition about likelihood of events. The following activities in this lesson continue to develop more formal ways of thinking about likelihood leading to the definition of probability in the next lesson.
Launch
Arrange students in groups of 2. Give students 2 minutes of quiet work time and time to share their response with a partner. Follow with a whole-class discussion.
Student Facing
Which is more likely to happen?
When reaching into a dark closet and pulling out one shoe from a pile of 20 pairs of shoes, you pull out a left shoe.
When listening to a playlist—which has 5 songs on it—in shuffle mode, the first song on the playlist plays first.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may think that it is required to pull out a specific shoe rather than any left shoe. Ask students to visualize the problem and determine how many left shoes are in the closet.
Activity Synthesis
The purpose of the discussion is to help students recognize their own intuition about the likelihood of an event even when prior outcomes are not available.
Have partners share responses with the class, and ask at least one student for each option for their reasoning. Give students time to discuss their reasoning until they come to an agreement.
It may be helpful to reiterate that the outcomes from these actions are not certain. It is certainly possible to do both things and draw out a right shoe and listen to the first song on the list first, but it is not very likely based on the situations.


aligns: no