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: Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
problem_activity: Narrative
The purpose of this activity is for students to find the missing value in addition and subtraction equations. This activity is optional because determining the missing value of an equation is not required by the standards. Students may “just know” some of the answers or they may use counting forward or backward (MP7) or they may draw a picture.
MLR8 Discussion Supports.
Invite students to read their completed equations aloud.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Display the student book.
“What do you notice? What do you wonder?” (The equations have a number missing. Why are there numbers missing?)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“FIll in the missing part of each equation.”
Activity
10 minutes: partner work time
Monitor for students who use two-color counters or connecting cubes.
Monitor for students who draw pictures.
Student Facing
Fill in the missing part of each equation.
\(3 - \underline{\hspace{1.1 cm}} = 2\)
\(2 + \underline{\hspace{1.1 cm}} = 2\)
\(5 - \underline{\hspace{1.1 cm}} = 2\)
\(1 + \underline{\hspace{1.1 cm}} = 2\)
\(5 - \underline{\hspace{1.1 cm}} = 3\)
\(2 + \underline{\hspace{1.1 cm}} = 3\)
\(4 - \underline{\hspace{1.1 cm}} = 3\)
\(0 + \underline{\hspace{1.1 cm}} = 3\)
\(5 - \underline{\hspace{1.1 cm}} = 4\)
\(3 + \underline{\hspace{1.1 cm}} = 4\)
\(4 - \underline{\hspace{1.1 cm}} = 4\)
\(2 + \underline{\hspace{1.1 cm}} = 4\)
\(1 + \underline{\hspace{1.1 cm}} = 5\)
\(4 + \underline{\hspace{1.1 cm}} = 5\)
\(5 - \underline{\hspace{1.1 cm}} = 5\)
\(3 + \underline{\hspace{1.1 cm}} = 5\)
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 identified students to share.


aligns: no