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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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: Fluently multiply multi-digit whole numbers using the standard algorithm.
problem_activity: Narrative
The goal of this activity is to multiply numbers with no restrictions on the number of new units composed. Students first multiply a 3-digit number by a 1-digit number and a 3-digit number by a 2-digit number with no ones. They can then put these two results together to find the product of a 3-digit and 2-digit number with many carries. They then solve one more 3-digit and 2-digit example with no scaffold. Because these calculations have new units composed in almost every place value, students will need to locate and use the composed units carefully. It gives students a reason to attend to the features of their calculation and to use language precisely (MP6).
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Organization, Conceptual Processing
Launch
“You are going to find products with many new composed units. As you work, think carefully about where you place these values.”
Activity
8–10 minutes: independent work time
3–5 minutes: partner discussion
Monitor for students who use the results of the first two calculations to find the third, and for students who correctly compose all the new place values.
Student Facing
Find the value of each product using the standard algorithm.
\(647 \times 9\)
\(647 \times 50\)
\(647 \times 59\)
\(264 \times 38\)
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 the expression:
\(647 \times 59\)
.
“How did you use the first two calculations to help with the third problem?” (They gave me the two partial products for the product
\(647 \times 59\)
, so I just had to add them up.)
Invite students to share their responses for the last product, focusing on the newly composed units.


aligns: yes