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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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)


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: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
problem_activity: Narrative
The purpose of this activity is for students to apply what they learned in earlier lessons to represent a division situation. During the synthesis, students connect what they know about division to multiplication when they see that the situation of 2 people equally sharing the distance in a 3 mile race can also be described as each person running one-half of the three mile race. Students connect the language they used to describe the situation to multiplication and division expressions. This relationship between multiplication and division is the focus of the next several lessons.
This activity uses
MLR2 Collect and Display.
Advances: Conversing, Reading, Writing.
Launch
Display the image from the student workbook.
“Tell a story about this image to your partner.”
“This image shows two children who are running in a relay race. They are on the same team. They each have to run the same distance. The boy holding the baton is finishing his turn. When he hands the baton to his teammate, his teammate will take her turn.”
Activity
Groups of 2
2 minutes: independent think time
5–8 minutes: partner work time
MLR2 Collect and Display
Circulate, listen for and collect the language students use to describe how to represent the situation and how far each person ran.
Listen for:
3 miles divided into 2 parts
half of 3 miles
one and one half miles
three halves
Record students’ words and phrases on a visual display and update it throughout the lesson.
Student Facing
[IMG]
Lin and Han ran a 3 mile relay race as a team. They each ran the same distance. Draw a diagram to represent the situation.
Take turns describing to your partner how your diagrams represent the situation.
How far did each person run?
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
“These are the words and phrases that you used to describe the situation. Are there any other words or phrases that are important to include on our display?”
As students share responses, update the display, by adding (or replacing) language, diagrams, or annotations.
Display:
\(3 \div 2\)
,
\(1\frac{1}{2}\)
,
\(\frac{3}{2}\)
, and
\(3\times \frac{1}{2}\)
“How does each of these expressions represent the situation?” (3 miles was divided into 2 equal parts, each person ran
\(1\frac{1}{2}\)
miles or
\(\frac{3}{2}\)
miles which can be thought of as
\(3\times \frac{1}{2}\)
.
Consider giving students time to record their answers in their journal.
Display: “one half of 3 miles”
“This is another way to describe how far each person ran.”
Display:
\(\frac{1}{2}\times3\)
“We can also use this multiplication expression to represent one-half of 3.”
“In the next activity, you will describe how different diagrams represent each of these expressions.”


aligns: no