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, 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: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
This Info Gap activity gives students an opportunity solve problems about data represented on line plots. In both sets of cards, there is a partially complete line plot and some missing data.
For the first set of cards, the problem card has the missing data and the data card has a partially complete line plot. Monitor for students who:
request all the information on the data card and create a complete line plot which they may use to answer the question
only request the information they need to answer the question about the heaviest apricot and the most common weight
For the second set of cards, the problem card has the partially complete line plot and the data card has information to determine the missing data. Here students will likely need to communicate with each other as the information about the most common weight is vital to solve the problem, but the student with the problem card may not think to ask about this.
The Info Gap allows students to refine the language they use and ask increasingly more precise questions until they get the information they need (MP6).
Representation: Access for Perception.
Provide appropriate reading accommodations and supports to ensure student access to written directions, word problems, and other text-based content.
Supports accessibility for: Conceptual Processing, Memory
Required Materials
Materials to Copy
Info Gap: Picking Fruit
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
MLR4 Information Gap
Recall, if necessary, the steps of the info gap routine.
“I will give you either a problem card or a data card. Silently read your card. Do not read or show your card to your partner.”
Distribute the first set of cards.
Remind students that after the person with the problem card asks for a piece of information, the person with the data card should respond with: “Why do you need to know (restate the information requested)?”
Activity
8–10 minutes: partner work time
After students solve the first problem, distribute the next set of cards. Students switch roles and repeat the process with Problem Card 2 and Data Card 2.
Student Facing
Your teacher will give you either a problem card or a data card. Do not show or read your card to your partner.
Pause here so your teacher can review your work.
Ask your teacher for a new set of cards and repeat the activity, trading roles with your partner.
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
“What kinds of questions were the most useful to ask?”
(Card 1: I asked for the heaviest apricot and then realized it was one of the ones on my card. Then I asked for the most common weight and could solve the problem.
Card 2: I needed to find out what the rest of the apricot weights were. I tried asking for that but my partner did not have that information. My partner told me she had some information about the heaviest apricot and the most common weight and once I found that out I was able to solve the problem.)
Invite students to share their strategy for solving one of the problems.
Consider asking “Did anyone solve the problem in a different way?”


aligns: no