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: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
problem_activity: Warm-up
This warm-up reminds students of previous work with tape diagrams and encourages a different way to reason with them. Students are given only a tape diagram and are asked to generate a concrete context to go with the representation.
Students’ stories should have the following components:
the same unit for both quantities in the ratio
a ratio of
\(7:3\)
scaling by 3, or 3 units per part
They may also have a quantity of 30 that represents the sum of the two quantities in the ratio.
As students work, identify a few different students whose stories are clearly described and are consistent with the diagram so that they can share later.
Launch
Ask students to share a few things they remember about tape diagrams from the previous lesson. Students may recall that:
We draw one tape for every quantity in the ratio. Each tape has parts that are the same size.
We draw as many parts as the numbers in the ratio show (e.g., a
\(2:3\)
ratio: we draw 2 parts in a tape and 3 parts in another tape).
Each part represents the same value.
Tape diagrams can be used to think about a ratio of parts and the total amount.
Tell students their job is to come up with a valid situation to match a given tape diagram. Give students some quiet thinking time, and then time to share their response with a partner.
Student Facing
Describe a situation with two quantities that this tape diagram could represent.
[IMG]
Student Response
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click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may misunderstand the meaning of the phrase “with two quantities” and simply come up with a situation involving ten identical groups of three. Point out that the phrase means that the row of seven groups of three should represent something different than the row of three groups of three.
Students may also come up with a situation involving different units, for example, quantity purchased and cost, or distance traveled and time elapsed. Remind them that the parts of tape are meant to represent the same value, so we need a situation that uses the same units for both parts of the ratio.
Activity Synthesis
Invite a few students to share their stories with the class. As they share, consider recording key details about each story for all students to see. Then, ask students to notice similarities in the different scenarios.
Guide students to see that they all involve the same units for both quantities of the ratio, a ratio of 7 to 3, and either 3 units per part or scaling by 3. They may also involve an amount of 30 units, representing the sum of the two quantities.


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