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)


Description: 
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)

Answer: 
Yes. This activity asks students to compose three-dimensional shapes, using geoblocks, to create composite shapes.

Now, assess whether the following problem or activity aligns with the provided description.

shot_info: im_lesson_009431_pos_0

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standard_description: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the How Close center which was introduced in grade 1. In this stage, each student picks 7 cards and chooses 4 of them to create 2 two-digit numbers. Each student adds the numbers and the student whose sum is closest to 100 wins a point for the round. It is recommended that at this point in the year, students begin with a target number of 50 instead of 100 in this stage.
If students are not yet able to make 2 numbers that get close to 50, encourage them to choose 2 cards, make a 2 digit number and represent the number with cubes. Then determine how many more cubes they need to get to 50 and choose the 2 cards that will get closest to that number.
Representation: Internalize Comprehension.
Begin by asking, “Do you remember the game, ‘How Close?’” Invite students to recall strategies that helped them work within 20. Ask them to think about how the game will change when the target is 50.
Supports accessibility for: Memory, Attention, Organization
Required Materials
Materials to Gather
Number cards 0–10
Materials to Copy
How Close? Stage 3 Recording Sheet
Launch
Groups of 2
Give one set of digit cards to each group.
“Today we are going to play another game of How Close. This time we will play Close to 50.”
Display the digit cards at the top of the student page.
“We start with 7 cards again. Think about what cards you would choose to make 2 two-digit numbers that have a sum close to 50.”
1 minute: quiet think time
2-3 minutes: partner work time
Share responses.
“After you make your two-digit numbers, you will write an equation showing the sum.”
Demonstrate writing an equation on the recording sheet.
“Now, we see whose sum is closer to 50. Talk to your partner about how you could figure it out.” (You can count up or back from 50 and see whose number is closer.)
30 seconds: quiet think time
1 minute: partner discussion
“Then you will replace the cards you used and play again.”
Activity
"Now play How Close with your partner."
10 minutes: partner work time
Student Facing
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Activity Synthesis
Display digit cards from the student page.
“Diego made the number 38. What number could Diego make next to get close to 50?”


aligns: no