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

1
standard_description: Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Capture Squares center. Capture Squares was introduced in grade 1. In this stage, students spin to get a number (6
–
10) and flip a card (0
–
10) and find the value of the sum. The spinner includes a wild space where students can choose their own number. They find the value of the sum on the game board and connect 2 dots that are adjacent to the number. If that line closes the square, they capture it and shade it in their color. The player to shade in 3 squares first is the winner.
Required Materials
Materials to Gather
Colored pencils or crayons
Number cards 0–10
Paper clips
Materials to Copy
Capture Squares Stage 3 Gameboard
Capture Squares Stage 3 Spinner
Launch
Groups of 2
Give each pair of students a copy of the game board, the spinner and a paper clip, a set of cards, and access to crayons or colored pencils.
“We are going to play a game.”
Spin the spinner and draw a card.
“How could I find the value of the sum of these two numbers?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Use a suggested method or select a volunteer to show how to find the value.
“Now, I find the square that has the value of my sum. I draw a line connecting two dots on that square.”
“If the spinner lands on the wild space, you can pick any number to be one of your addends.”
Repeat 1–2 more times, as needed.
“If I draw the line that completes the square, I shade in that square with my color. The first player to shade in 3 squares is the winner.”
Activity
12 minutes: partner work time
Monitor for a variety of student strategies to share in the synthesis.
Activity Synthesis
Invite selected students to share their strategies.
“When the spinner landed on the wild spot, how did you decide what number to pick?”


aligns: yes