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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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)


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: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
In this activity, students solve contextual problems that involve subtracting numbers with non-zero digits from numbers with one or more zero digits. Students may choose other ways to find the difference (for example, adding up and using a number line to keep track), but are asked to use the standard algorithm at least once.
In the launch, students subtract their age from the current year. This provides an opportunity for students to notice the relationship between this difference and their current age (MP7).
Required Materials
Materials to Gather
Grid paper
Launch
Groups of 2
Give students access to grid paper.
“Write the year that you were born down and subtract that year from the current year.”
“Share with a neighbor what you found out.” (Students will notice that the number that results is their current age or the age they will be on their upcoming birthday.)
“Jada used this method to find the age of some of her relatives.”
Activity
10 minutes: partner work time
Student Facing
Jada recorded the birth year of some of her maternal grandparents for a family history project.
|   family member   | birth year |
|-------------------|------------|
|    grandmother    |    1952    |
|    grandfather    |    1948    |
| great-grandmother |    1930    |
| great-grandfather |    1926    |
As of this year, what is the age of each family member? Show your reasoning. Use the standard algorithm at least once.
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
Ask students to share responses.
“Which years did you find easiest to subtract? Which were more difficult? Why?” (Subtracting a year without decomposing any units was easier than subtracting a year that required decomposing.)
Prompt students to check and compare ages found using the standard algorithm and those found using other ways of reasoning.


aligns: no