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 multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using 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 transition from reasoning about division concretely or visually (using base-ten diagrams) to doing so more abstractly (by writing equations). It also reinforces the connections between multiplication and division.
Students make sense of three different strategies of dividing 78 by 3 and attend to the connections between the visual and numerical representations of the same quotient. As they do so, they practice reasoning quantitatively and abstractly (MP2).
During the synthesis, discuss how place value units play a role in all three strategies.
MLR8 Discussion Supports.
Synthesis: Display Lin, Priya, and Tyler’s strategies. As students share their observations, annotate the display to illustrate connections. For example, annotate where students see the divisor, dividend, and quotient on each diagram.
Advances: Listening, Representing
Launch
Groups of 2
“Take a couple minutes to make sense of Lin, Priya, and Tyler’s work.”
2 minutes: quiet think time
Activity
“Work with your partner to make sense of Lin, Priya, and Tyler’s work and to complete the activity.”
7–8 minutes: partner work time
Monitor for students who:
make connections between the equations and the base-ten diagram
recognize how Tyler’s equations and reasoning are different from Priya’s equations
Identify students who can explain these connections or distinctions to share during the synthesis.
Student Facing
Lin, Priya, and Tyler found the value of
\(78 \div 3\)
. Their work is shown. Make sense of each student’s work.
Lin
[IMG]
Priya
\(\begin{align} 3\times 10&= 30\\ 3\times 10&= 30\\ 3\times \phantom{0}6 &= 18 \\ \overline {\hspace{5mm}3 \times 26} &\overline {\hspace{1mm}=78 \phantom{000}} \end{align}\)
Tyler
\(\begin{align} 3\times 20&= 60\\ 3\times \phantom{0}6 &= 18 \\ \\20 + 6 &= 26 \end{align}\)
How are the three students’ work alike?
How are they different?
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
Invite students to share how Lin, Priya, and Tyler’s work are alike and how they are different.
Select previously identified students to share additional connections that they noticed.
“Why does it make sense that Priya and Tyler wrote multiplication equations to find the value of a quotient?” (Multiplication and division can represent the same equal-groups situation. To divide 78 by 3 is to find how many are in each of 3 groups or how many groups of 3 there are. We can multiply up to 78 to find the answer.)
Consider asking: “What new ideas about dividing numbers did you learn and would like to try? Talk to a new partner about why you’d like to try them.”


aligns: no