few_shots: 
Example:
Concept/skill: 
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.”)

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)


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 is 'aligned' with the given Common Core standard in Mathematics.

shot_info: im_lesson_009431_pos_0

1
standard_description: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
problem_activity: Activity
In this activity, students analyze data from samples of viewers for different TV shows. The data in this activity is used to begin the analysis as well as to get students thinking about the different shows the sample could represent. The purpose of the activity is to get students thinking about how measures of center from a sample might be used to make decisions about the population of a group.
Launch
Arrange students in groups of 3. Tell students that each person in the group should work on a different sample then share their results with their group. Give students 1 minute quiet work time and then 1 minute to share their work with the group followed by a whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge of calculating measures of center. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Speaking, Representing: MLR8 Discussion Supports.
Use this routine to support small-group discussion. Display the following sentence frames for students to respond to their group members’ explanations: “I agree because . . .” or “I disagree because . . . ." If necessary, revoice student ideas to demonstrate mathematical language use by restating a statement as a question in order to clarify, apply appropriate language, and involve more students.
Design Principle(s): Support sense-making
Student Facing
Here are the ages (in years) of a random sample of 10 viewers for 3 different television shows. The shows are titled, “Science Experiments YOU Can Do,” “Learning to Read,” and “Trivia the Game Show.”
sample 1
6
6
5
4
8
5
7
8
6
6
sample 2
15
14
12
13
12
10
12
11
10
8
sample 3
43
60
50
36
58
50
73
59
69
51
Calculate the mean for
one
of the samples. Make sure each person in your group works with a different sample. Record the answers for all three samples.
Which show do you think each sample represents? 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
Select students to share how they determined which shows matched with which data set. The purpose of the discussion is for students to notice that the shows are meant to appeal to different age groups.


aligns: no