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: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Problem 1
Act 1: Look at the following recipe -
[IMG]
What do you notice? What do you wonder?
Problem 2
Act 2: Use the following information to determine how many batches of cake can be made, how many servings can be made, and how much of each ingredient are needed to make that much cake -
This is how many eggs there are:
[IMG]
This is how much oil there is:
[IMG]
There are 4 boxes of cake mix.
Water will come from the tap.
Each box of cake makes 12 servings.
Problem 3
Act 3: Reveal the answer –
There is enough of each ingredient to make
$$2\frac{2}{3}$$
boxes, which would produce 32 servings of cake.
To make
$$2\frac23$$
boxes, you need
$$2\frac23$$
cups of water,
$$\frac89$$
cups of vegetable oil, and 8 eggs.
Was your answer reasonable? Why or why not?
Problem 4
Act 4 (the sequel):
Keaton wants to make enough cake so that every student in his fifth grade could have some. There are 100 students in fifth grade. How much more of each ingredient above would Keaton need?


aligns: yes