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: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
problem_activity: Problem 1
Figure 1 (F1) and Figure 2 (F2) are shown below. For each statement below, determine if it is true or false. Explain your reasoning.
[IMG]
a.   A reflection over the
$$x$$
-axis and a translation to the left will transform F1 to F2, making the two figures congruent.
b.   A rotation of
$${180^{\circ}}$$
about the origin will transform F1 to F2, making the two figures congruent.
c.   A dilation from the origin and a translation up will transform F1 to F2, making the two figures similar.
d.   A reflection across the
$$x$$
-axis and a reflection across the
$$y$$
-axis will transform F1 to F2, making the two figures congruent.
e.   There is no sequence that will transform Figure 1 to Figure 2, making the two figures neither congruent nor similar.
Problem 2
The pentagon shown below is the resulting image of pentagon
$${ABCDE}$$
after it was dilated from point
$$A$$
by a scale factor of
$${\frac{1}{2}}$$
and then rotated clockwise
$${90^{\circ}}$$
about point
$$A$$
.
What are the original coordinates of pentagon
$${ABCDE}$$
?
[IMG]


aligns: no