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
Teachers with a valid work email address can
click here to register or sign in
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)


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: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
problem_activity: Narrative
This activity develops students’ understanding of the vertical method of recording partial quotients and their ability to use it to perform division. One of the quotients here involves a remainder, prompting students to interpret it. Students are reminded that the term “remainder” is used to describe “leftovers” when dividing.
MLR2 Collect and Display.
Synthesis: Direct attention to words collected and displayed from the previous lessons. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading
Launch
Groups of 2
Activity
3 minutes: independent work time on the first 2 problems.
Pause after problem 2 to discuss students’ responses.
Display the different ways that students decompose 389 to divide it by 7.
“Most other calculations we’ve seen so far end with a 0, but this one ends with a 4. What does the 4 tell us?” (We cannot make a group of 7 with 4 leftover. 389 is not a multiple of 7, and there are leftovers.)
“When we divide and end up with leftovers we call them remainders, because they represent what is remaining after we divide into equal groups.”
Display:
\(389 = 7 \times 55 + 4\)
“How does this equation show that
\(389 \div 7\)
has a remainder?” (It shows that 389 is not a multiple of 7. It also shows that 7 and 55 make a factor pair for 385, and 389 is 4 more than that.)
3 minutes: independent work time on the last 2 problems.
As students work on the last two problems monitor for students who:
start with the largest multiple of 3 and 10 within 702 that they can think of to decompose the dividend (690, 600).
use the fewest steps to find the quotient.
Student Facing
Jada used partial quotients to find out how many groups of 7 are in 389.
Analyze Jada’s steps in the algorithm.
[IMG]
Look at the three numbers above 389. What do they represent?
Look at the three subtractions below 389. What do they represent?
What is another way you can decompose 389 to divide by 7?
Is 389 a multiple of 7? Explain your reasoning.
Use an algorithm that uses partial quotients to find out how many groups of 3 are in 702.
Is 702 a multiple of 3? Explain your reasoning.
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
Display responses that show variation in how students decomposed 702 in problem 3.
Highlight that there are countless ways of using partial quotients to divide a number, but it may be more efficient to divide larger groups than smaller groups (for example, removing 350 once, as opposed to removing 70 five times. Removing smaller groups is just as valid, however.)
To help students see the relationship between corresponding partial products and partial quotients, consider illustrating them visually. Some examples:
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aligns: yes