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: Know there is a complex number i such that i^(2) = –1, and every complex number has the form a + bi with a and b real.
problem_activity: Optional activity
This activity extends the work with rectangles and fractions to continued fractions. Continued fractions are not a part of grade-level work, but they can be reasoned about and rewritten using grade-level skills for operating on fractions (MP8). In particular, the insight that
\(\frac{1}{\frac{a}{b}}=\frac{b}{a}\)
(a special case of invert and multiply) is helpful.
In this activity, students consolidate their understanding about how the greatest common factor of the numerator and denominator of a fraction can help them write an equivalent fraction whose numerator and denominator have greatest common factor 1—sometimes called “lowest terms.”
Launch
Arrange students in groups of 2. Students work alone and compare their work with a partner.
Consider a quick warm-up like this:
Write a fraction that is equal to each expression:
\(3+\frac15\)
\(\frac{1}{3+\frac15}\)
\(2+\frac{1}{3+\frac15}\)
Representation: Develop Language and Symbols.
Eliminate barriers and provide concrete manipulatives to connect symbols to concrete objects or values. For example, provide students with access to the four large rectangles prepared on graph paper.
Supports accessibility for: Visual-spatial processing; Fine-motor skills
Student Facing
Accurately draw a 37-by-16 rectangle. (Use graph paper, if possible.)
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
How many squares of each size are there?
What are the dimensions of the last square you drew?
What does this have to do with
\(2+\frac{1}{3+\frac15}\)
?
Consider a 52-by-15 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(3+\frac{1}{2+\frac17}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 52 and 15?
Consider a 98-by-21 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(4+\frac{1}{1+\frac{7}{14}}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 98 and 21?
Consider a 121-by-38 rectangle.
Use the decomposition-into-squares process to write a continued fraction for
\(\frac{121}{38}\)
. Verify that it works.
What is the greatest common factor of 121 and 38?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.


aligns: no