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: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
problem_activity: Narrative
In this activity, students solve addition problems using money based on the Pattern Block Puzzles they sketched in the last activity.
The launch of the activity is an opportunity for students to reason which of the two designs will cost more before they complete any computations.
MLR7 Compare and Connect.
Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “Did anyone solve the problem the same way, but would explain it differently?”, “What did the representations have in common?”, “How were they different?”
Advances: Representing, Conversing
Launch
Groups of 2
“At the Pattern Block Store, each pattern block shape has a different price.”
Display the price list.
“Which of the two puzzles that you sketched do you think will cost more to make? Puzzle 1 or 2?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
“Use the price list to figure out how much your two puzzles would cost.”
5 minutes: independent work time
5 minutes: partner discussion
As students work, look for different addition strategies. Monitor for students who:
add like quantities first
add bigger or smaller coins first
add some coins mentally
Student Facing
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How much would the two puzzles you sketched cost at the Pattern Block Store? Show or explain your reasoning.
Puzzle 1:
Puzzle 2:
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
Invite previously selected students to share.
“Is it possible to redesign the puzzle to save more money?” (Yes, I can switch a blue rhombus with two triangles.)


aligns: no