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: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
problem_activity: Narrative
In this warm-up, students practice identifying obtuse angles in an image. They may, for instance, rely on the symmetry of the figure or on a grouping strategy, or otherwise scan the figure in a methodical way.
Launch
Groups of 2
“How many angles do you see? How do you see them?”
Display the image.
1 minute: quiet think time
Activity
Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
How many angles do you see in the folded paper heart?
[IMG]
Student Response
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for free access to Student Response.
Activity Synthesis
“How did you make sure all the angles are accounted for?”(I put a mark through them or numbered them.)
“How many obtuse angles are in this image?” (10)
Label each obtuse angle with reasoning from students.
Consider asking:
“Who can restate in different words the way _____ saw the angles?”
“Did anyone see the angles the same way but would explain it differently?”
“Does anyone want to add an observation to the way _____ saw the angles?”


aligns: no