few_shots: 
Example:
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)


Concept/skill: 
Recognize area as an attribute of plane figures and understand concepts of area measurement.

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: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
problem_activity: A family has a house on a plot of land and would like to build an addition. The map below shows the “footprint” of the original house, the proposed addition, and the family’s plot of land. Each grid line represents 10 linear feet.
[IMG]
The family’s plot of land is rectangular. What are the values of the missing coordinates,
$$x$$
and
$$y$$
?
What is the ratio of the proposed addition “footprint” area to the original house “footprint” area?
What is the area of land that will not have a building on it if the proposed addition is approved and built?
Prove that the proposed addition “footprint” is a right triangle.


aligns: yes