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: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this lesson is for students to learn stage 1 of the center, How Close? Students pick a given number of digit cards and then choose a subset of those to make an expression that yields a number as close as possible to 20.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Double 10-frames
Number cards 0–10
Materials to Copy
How Close? Stage 1 Recording Sheet
Launch
Groups of 2
Give each group a set of number cards, two recording sheets, and access to double 10-frames and connecting cubes or two-color counters.
“We are going to learn a game called How Close? Add to 20. Let's play the first round together.”
“First we take out any card that has the number 10. We will not use those cards for the game.”
Display 5 cards.
“I can choose two or three of these cards to add to get as close to 20 as I can. What cards should I choose?”
1 minute: quiet think time
2 minutes: partner discussion
Share responses.
“I write an equation with the numbers I chose and the sum of the numbers.”
Demonstrate writing the equation on the recording sheet.
“The person who gets a sum closer to 20 gets a point for the round. Then you each get more cards so you always have five cards to choose from. Play again. The person who gets more points wins.”
Activity
10 minutes: partner work time
Activity Synthesis
Invite students to share their methods for making a sum close to 20.


aligns: no