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 forward beginning from a given number within the known sequence (instead of having to begin at 1).
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for addition and subtraction. These understandings help students develop fluency and will be helpful later in this lesson when students add and subtract to find unknowns in different positions.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(4 + 6\)
\(6 + 4\)
\(10 - 6\)
\(10 - 4\)
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
“Who can restate _____’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“How are all the expressions related?”


aligns: no