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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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)


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: Recognize and represent proportional relationships between quantities.
problem_activity: Optional activity
This activity gives students more practice writing an equation that represents the proportional relationship examined in a previous lesson: the amount of flour and honey in a recipe. Students can then use their equation to answer additional questions about the situation.
Launch
Tell students that this activity revisits a context from an earlier lesson. Give students quiet work time followed by partner discussion.
Reading: MLR6 Three Reads.
Use this routine to support reading comprehension of the baking situation, without solving it for students. In the first read, students read the prompt with the goal of comprehending the situation (e.g., there is always the same ratio of honey to flour; different days have different numbers of batches). Delay asking students to complete the table. In the second read, ask students to analyze the prompts to understand the mathematical structure by naming quantities. Listen for, and amplify, the two important quantities that vary in relation to each other in this situation:
f
is the number of cups of flour;
h
is the number of tablespoons of honey. After the third read, ask students to brainstorm possible strategies to determine the amount of flour needed if you know how much honey will be used.
Design Principle(s): Support sense-making
Student Facing
A bakery uses 8 tablespoons of honey for every 10 cups of flour to make bread dough. Some days they bake bigger batches and some days they bake smaller batches, but they always use the same ratio of honey to flour.
Complete the table.
If
\(f\)
is the cups of flour needed for
\(h\)
tablespoons of honey, write an equation that relates
\(f\)
and
\(h\)
.
How much flour is needed for 15 tablespoons of honey? 17 tablespoons? Explain or show your reasoning.
| honey (tbsp) | flour (c) |
|--------------|-----------|
|      1       |           |
|      8       |    10     |
|      16      |           |
|      20      |           |
|    \(h\)     |           |
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 compare answers with their partner and discuss their reasoning until they reach an agreement.
Then, invite students to share how they used their equation from question 2 to answer question 3 with the whole class.


aligns: yes