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.

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1
standard_description: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
problem_activity: Narrative
The purpose of this activity is for students to experience center choice time for the first time. Students choose from activities that offer practice counting up to 20 objects or adding within 10. Students choose from previously introduced centers and are encouraged to choose the center that will be most helpful for them at this time.
Counting Collections
Number Race
Check it Off
Five in a Row: Addition and Subtraction
Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.
Engagement: Provide Access by Recruiting Interest.
Use visible timers or audible alerts to help students anticipate and prepare to transition between center activities.
Supports accessibility for: Social-Emotional Functioning, Organization
Required Materials
Materials to Gather
10-frames
Materials from previous centers
Two-color counters
Required Preparation
Gather materials from previous centers:
Counting Collections, Stage 1
Number Race, Stage 3
Check it Off, Stage 1
Five in a Row: Addition and Subtraction, Stage 1
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time
Student Facing
Choose a center.
Counting Collections
[IMG]
Number Race
[IMG]
Check it Off
[IMG]
Five in a Row: Addition and Subtraction
[IMG]
Activity Synthesis
“How did you and your partner work well together during centers today?”


aligns: no