few_shots: 
Example:
Concept/skill: 
Recognize area as an attribute of plane figures and understand concepts of area measurement.

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)


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, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: im_lesson_009431_neg_0

1
standard_description: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
problem_activity: Narrative
The purpose of this warm-up is to elicit students’ prior knowledge of area and the idea that a rectangle can be decomposed into smaller rectangular regions. Students look at 4 different area diagrams they used in grade 3. The reasoning here will be useful when students use diagrams to multiply two- and one-digit numbers in a later activity. While students may notice and wonder many things about the number of units within the area of the gridded region, focus on the connections between the diagrams with a grid and those without.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
[IMG]
[IMG]
[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.
Activity Synthesis
“What do you know about the 13 and 4 in the first ungridded rectangle?” (They are side lengths. They correspond to the number of squares across and the number of squares down in the first rectangle.)
“What about the 10, 3, and 4 in the second ungridded rectangle?” (The 10 and 3 are numbers that add up to 13. The 4 is the length of the shorter side.)
“How are the four diagrams related? Name as many connections as you see.” (Sample responses:
They all represent the same rectangle. They have the same side lengths and the same area.
The first two show the number of square units that fit in the rectangle. The last two don’t show it but we can tell by multiplying the side lengths.
The shaded portion in the second gridded rectangles shows the
\(4 \times 10\)
portion in the fourth rectangle.)
If no students mentioned the area of the rectangles in their analysis, ask: “How might we find the area of the rectangles?” (For the gridded rectangles, we can count the unit squares or multiply the number of units across and down. For the other two, we can multiply the side lengths.)


aligns: no