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: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
problem_activity: In Class Launch
Use after Unit 1, Lesson 15
Ask students to think about a question they are interested in that they would need to gather data in order to answer. They will choose one of these questions, find data relevant to it, and present their results with a data display or an infographic. Either show students examples of infographics or ask them to look up a few examples.
Students can be arranged in groups in advance, or they can choose groups based on the questions they are most interested in.
Teacher Instructions
Students may not be able to find the information they need to answer the question they were originally interested in. They can refine and change their question to align with the data available.
If students are not sure where to begin, it might be helpful for them to think about questions that compare two groups, since they have been doing a lot of work with comparing data sets using measures of center and variability, and this is the kind of data analysis they will be expected to do.
Student-Facing Statement
Choose a question that you think is interesting and that you do not know the answer to. You will gather data relevant to this question by either doing an experiment or researching available data, so choose a reasonable question.
Write your question.
What do you predict you will learn from the data?
Next, gather your data. Then choose one of these options for displaying your data and answer the questions about it.
Option 1: Create a display that shows the distribution of the data. Include both measures of center and measures of variability.
Why is the data display you selected the best way to summarize your data?
Is any of the data surprising?
Are there any outliers? If so, tell their story. If not, why do you think not?
Describe the shape of the distribution.
Option 2: Use an infographic to summarize what you found.
Why is an infographic the best way to summarize your data?
Is any of the data surprising?
What story does your infographic tell?
Now that you have seen some data, is there another, related question you would like to study or some additional data you would like to collect?
Teacher Instructions
Give students a source of data and let them explore it for a few minutes and share observations in pairs or groups before they begin working on the task statement. This task can be further scaffolded by giving students data that is easier to work with.
If students are not sure where to begin, it might be helpful for them to think about questions that compare two groups, since they have been doing a lot of work with comparing data sets using measures of center and variability, and this is the kind of data analysis they will be expected to do.
Student-Facing Statement
What are some questions that you might be able to answer with the given data?
Choose one of your questions to try to answer. What do you predict the data will tell you?
Look for data that’s relevant to your question. You might have to change your question a little if you can’t find the data you need to answer the original question. When you have an answer, choose a way of displaying the data that will help other people understand what you learned.
Option 1: Create a display that shows the distribution of the data. Include both measures of center and measures of variability.
Why is the data display you selected the best way to summarize your data?
Is any of the data surprising?
Are there any outliers? If so, tell their story. If not, why do you think not?
Describe the shape of the distribution.
Option 2: Use an infographic to summarize what you found.
Why is an infographic the best way to summarize your data?
Is any of the data surprising?
What story does your infographic tell?
Now that you have seen some data, is there another, related question you would like to study or some additional data you would like to collect?


aligns: no