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: Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
problem_activity: Narrative
Students begin the activity by looking at the problem displayed, rather than in their books. At the end of the launch, students work on the problem. This activity prompts students to use what they know about multiplication, division, factors, and multiples to solve problems. The problem does not have a question, so students will need to make sense of the context and generate potential questions that might be answered (MP2). Students are encouraged in the task to attend to the details of the situation and to engage in genuine curiosity about the mathematics that is embedded within it.
This activity uses MLR5 Co-craft Questions. Advances: writing, reading, representing
Representation: Develop Language and Symbols.
Represent the problem in multiple ways to support understanding. For example, invite students to represent the situation as a comic strip or a collage. Offer relevant images such as a movie theater, a sign showing admissions prices, a cash register, and a calendar. Alternatively, invite students to act out the situation. Consider using play money, signs with two days of the week written on them, and the action of “fast forwarding” through days and a night. Consider asking, “How might you represent the situation in a mathematical diagram?”
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Attention
Launch
Groups of 2
MLR5 Co-Craft Questions
Read only the first two paragraphs without revealing the question(s).
“Write a list of mathematical questions that could be asked about this situation.”
2 minutes: independent work time
2–3 minutes: partner discussion
Invite several students to share one question with the class. Record responses for use later in the task.
“What information from the situation can be used to answer this question?” (The number of days tickets were purchased, the total number of money earned by the theater, the price of movie tickets)
Reveal the task (students open books), and invite additional connections.
Activity
“Choose a question from the list to answer.”
“Work with a partner to complete the activity.”
Remind students of the list of questions generated during the launch as a reference during the activity.
Student Facing
Movie tickets are \$9 each. The theater sold the same number of tickets two days in a row.
The theater made \$3,132 from ticket sales on the first day.
[IMG]
Record and answer one question of your choice from the list the class generated. Discuss your strategy with your partner.
Use the given information about movie tickets to complete the following statement:
__________ tickets were sold on the first and second days.
A medium drink is \$7 and small popcorn is \$5. If each ticket holder purchases popcorn and a drink, how much money will the theater collect from the sales of popcorn and drink?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
Students may think of questions that cannot be answered using the information provided. Consider asking: “What would we need to know to be able to answer this question?” and “How might we find out this information?” The result of these questions may not enable the students to answer the questions, but will support them in making sense of the problem and identifying information necessary to solve the problems.
Activity Synthesis
Select 1–2 students to share their reasoning and responses.
If not clarified in students’ explanations, discuss a possible path for finding out the number of tickets sold over the two days using the given information. (For instance: Each ticket is \$9 and we know the total amount of money earned by selling tickets in one day, \$3,132. If we divide the total amount earned by the price of each ticket, we can find out how many tickets were sold on one day.
\(3,\!132\div 9 = 348\)
. If 348 tickets were sold on one day, then
\(348 \times 2\)
or 696 tickets were sold in the two days. We can also multiply \$3,132 by 2 first then divide by \$9 to get the total number of tickets.)


aligns: no