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, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: im_lesson_009431_neg_0

1
standard_description: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
problem_activity: Task
The official diameter of a tennis ball, as defined by the International Tennis Federation, is at least 2.575 inches and at most 2.700 inches. Tennis balls are sold in cylindrical containers that contain three balls each. To model the container and the balls in it, we will assume that the balls are 2.7 inches in diameter and that the container is a cylinder the interior of which measures 2.7 inches in diameter and $3 \times 2.7 = 8.1$ inches high.
[IMG]
Lying on its side, the container passes through an X-ray scanner in an airport. If the material of the container is opaque to X-rays, what outline will appear?  With what dimensinos?
If the material of the container is partially opaque to X-rays and the material of the balls is completely opaque to X-rays, what will the outline look like (still assuming the can is lying on its side)?
The central axis of the container is a line that passes through the centers of the top and bottom. If one cuts the container and balls by a plane passing through the central axis, what does the intersection of the plane with the container and balls look like? (The intersection is also called a cross section. Imagine putting the cut surface on an ink pad and then stamping a piece of paper. The stamped image is a picture of the intersection.)
If the can is cut by a plane parallel to the central axis, but at a distance of 1 inch from the axis, what will the intersection of this plane with the container and balls look like?
If the can is cut by a plane parallel to one end of the can—a horizontal plane—what are the possible appearances of the intersections?
A cross-section by a horizontal plane at a height of $1.35 + w$ inches from the bottom is made, with $0 \lt w \lt 1.35$ (so the bottom ball is cut). What is the area of the portion of the cross section inside the container but outside the tennis ball?
Suppose the can is cut by a plane parallel to the central axis but at a distance of $w$ inches from the axis ($0\lt w\lt 1.35$). What fractional part of the cross section of the container is inside of a tennis ball?


aligns: no