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: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to solve a variety of story problems and write addition and subtraction equations that match those problems. Students solve Put Together/Take Apart, Total or Addend Unknown problems and Compare, Difference Unknown problems. Students may solve in any way they want and write equations to match the story problem, putting a box around the number that represents the answer (MP2).
Action and Expression: Internalize Executive Functions.
Invite students to plan a method, including the tools they will use, for representing and solving the story problems. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Organization, Conceptual Processing
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Activity
“You will solve problems about the picture from the warm up. The questions may include some of the questions you asked. Show your thinking using drawings, numbers, or words. Write an equation to match the story problem. If you can, write two different equations that match the problem.”
6 minutes: independent work time
4 minutes: partner discussion
Monitor for students who solved using drawings, can clearly explain how they solved, and wrote an equation.
Student Facing
There are 8 people at the table.
6 of the people are students.
How many are teachers?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Equation: ________________________________
Elena has 4 pattern blocks.
Tyler has 6 pattern blocks.
How many fewer pattern blocks does Elena have than Tyler?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Equation: ________________________________
Tyler has 6 pattern blocks.
Elena has 4 patterns blocks.
How many pattern blocks do they have altogether?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Equation: ________________________________
Priya has 7 triangles and 3 squares.
How many more triangles than squares does Priya have?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Equation: ________________________________
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: Elena has 4 pattern blocks. Tyler has 6 pattern blocks. How many fewer patterns blocks does Elena have than Tyler?
“How did you solve this problem? What equation did you write?”
Record student methods and equations.
Repeat for the other problems with the same numbers.
“How are these problems the same? How are they different?” (They both have Elena and Tyler. They both have 4 and 6. In one we find the difference and in the other one we find the total. The answers are different.)
If needed, ask, “Is the total important to solving the first problem? Why or why not?” (No, because we are comparing the students.)


aligns: yes