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
Teachers with a valid work email address can
click here to register or sign in
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: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
problem_activity: Narrative
In this activity, students learn how to use a protractor. They align a protractor to the vertex and a ray of an angle so that its measurement can be read. The given angles are oriented in different ways, drawing students’ attention to the two sets of scales on a protractor. Students need to consider which set of numbers to pay attention to and think about a possible explanation for when or how to use each scale. Moreover, one of the scales is only marked in increments of 10 degrees so if students use this scale they need to reason carefully about the precise angle measure (MP6).
This activity uses
MLR1 Stronger and Clearer Each Time. Advances: reading, writing.
Action and Expression: Internalize Executive Functions.
Invite students to estimate the size of the angle before finding each precise measurement. Offer the sentence frame: “This angle will be greater than _____ and less than _____. It will be closer to _____.”
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Attention
Launch
Groups of 2–4
Activity
5 minutes: independent work time
2–3 minutes: group discussion
Monitor for students who find each measurement by:
looking for the scale with a ray on
\(0^\circ\)
and counting up on that scale
subtracting the two numbers (on the same scale) that the rays pass through
MLR1 Stronger and Clearer Each Time
“Share your response to the last problem with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: partner discussion
Repeat with 2–3 different partners.
“Revise your initial draft based on the feedback you got from your partners.”
2–3 minutes: independent work time
Student Facing
Here are four angles whose sizes you may have estimated earlier. A protractor has been placed over each angle. Measure the size of each angle in degrees.
[IMG]
[IMG]
[IMG]
[IMG]
Elena and Kiran are measuring an angle with a protractor. Elena says the angle is
\(80^\circ\)
. Kiran says it shows
\(100^\circ\)
. Why might they end up with different measurements? Which one is correct? Explain your reasoning.
[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
Select students who used different strategies to share their responses and reasoning.
Display the image of Elena and Kiran’s angle. If no students mentioned that
\(80^\circ\)
is not possible because the angle clearly appears greater than a right angle (
\(90^\circ\)
), consider asking how Elena can use what she knows about right angles to think about her measurement.


aligns: no