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: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
problem_activity: Task
Complete the table below. Is $\Delta x$ a constant?  If so, what constant is it? What do you notice about the 3rd column of the table?
| $x$ | $f(x)=128\cdot \left({\frac {1}{2}}\right)^x$ |               Successive quotients                |
|-----|-----------------------------------------------|---------------------------------------------------|
|  0  |                      128                      |                       ----                        |
|  1  |                      64                       | $\frac{f(1)}{f(0)}=\frac {64}{128} = \frac{1}{2}$ |
|  2  |                                               |               $\frac{f(2)}{f(1)}=$                |
|  3  |                                               |                                                   |
|  4  |                                               |                                                   |
Complete the table below. Is $\Delta x$ a constant?  If so, what constant is it? What do you notice about the 3rd column of the table?
| $x$ | $f(x)=128\cdot \left({\frac {1}{2}}\right)^x$ |                Successive quotients                 |
|-----|-----------------------------------------------|-----------------------------------------------------|
|  0  |                      128                      |                         ---                         |
|  2  |                      32                       | $\frac{f(2)}{f(0)} = \frac {32}{128} = \frac{1}{4}$ |
|  4  |                                               |                $\frac{f(4)}{f(2)}=$                 |
|  6  |                                               |                                                     |
|  8  |                                               |                                                     |
Let $f(x)=a \cdot b^x$. Let $x_0$ be any particular $x$-value. Show that if $x_0$ is increased by a constant, $\Delta x$, the successive quotient  $$\frac{f(x_0+ \Delta x)}{f(x_0)}$$ is always the same no matter what $x_0$ is.
Is b) an example of the result of c)? Explain.


aligns: no