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: Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
problem_activity: Task
Suppose a can of cold soda is left in a warm room on a summer day.  The graph below shows the temperature of the soda as it gradually increased:
[IMG]
The function that describes the temperature, $F$, of the soda (in degrees Fahrenheit) after $t$ minutes can be expressed by
$$F(t)=C - R e^{-kt},$$
for some positive values of $C$, $R$, and $k$.<
Use the graph to estimate $C$.
Use the graph to estimate $R$.
What was the approximate room temperature?  What was the initial temperature of the soda when placed in the room?


aligns: yes