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: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) ^( )Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
problem_activity: Activity
The purpose of this activity is for students to practice generating equivalent equations. The structure of taking turns and justifying your thinking to your partner supports students to check their work as they go, and the class has a chance to check for equivalence when the total score is recorded.
Students also have to justify, whether formally or informally, why each move keeps the equation equivalent. This will be helpful for students in an associated Algebra 1 lesson when they must determine what moves are acceptable to make to an equation without changing its solution.
Monitor for students who solve the equation first and then work to create new equations with the same answer, and for students who simply create new equivalent equations from the given equation. Monitor for students who add or multiply by the same number on each side of an equation and students who use properties of operations (distributive, commutative, associative).
Launch
Arrange students in groups of 2. Explain to students that they are going to play a cooperative game in which the class tries to come up with as many different equations with the same solutions as they can. You give them an equation, and their job is to come up with other equations with the same solution as the original equation. The partner’s job is to check that the new equation is equivalent to the original by listening to their partner’s reasoning and making sure they agree. Each partner should create their own equations before moving to the next question.
At the end of each round, you will ask them to share the equations they came up with, and keep track of how many different equations the class came up with. Set a goal for the second round of coming up with 4 more equations than the first round, and continue to set meaningful challenge goals with each round.
Calling on previously identified students to share strategies may help the class be more successful.
Display these equations, one at a time:
\(x = 5\)
\(x + 1 = 0\)
\(2(x + 1) = 10\)
\(\frac12x + \frac32 = \frac72\)
Student Facing
Your teacher will display an equation. Take turns with your partner to generate an equivalent equation—an equation with the same solution. Generate as many different equations with the same solution as you can. Keep track of each one you find.
For each change that you make, explain to your partner how you know your new equation is equivalent. Ask your partner if they agree with your thinking.
For each change that your partner makes, listen carefully to their explanation about why their new equation is equivalent. If you disagree, discuss your thinking and work to reach an agreement.
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
Remind students that today they did a lot of thinking about equivalent equations and moves they could do to equations that wouldn’t change the solution.
Make a semi-permanent display of “moves that won’t change the solutions to equations.” Sort the list by moves that are done to each side, and moves that are done to one side. Use students’ language, adding formal language if that is an emphasis in your school.
Possible list:
Add the same value to both sides.
Subtract the same value from both sides.
Multiply both sides by the same value (but not zero!). Divide both sides by the same value (but not zero!).
Change the order of terms (on one side) being added or multiplied (commutative property).
Change the grouping of terms (on one side) being added or multiplied (associative property).
Distributive property:
\(a(b + c) = ab + ac\)
.


aligns: no