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: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
problem_activity: Optional activity
The purpose of this activity is for students to find a fractional percent increase.
Look for students who calculate the percentage first and then add them together, and students who multiply by 1.08 and 1.008, respectively.
Launch
Students in groups of 2. 4 minutes of quiet work time followed by partner and then whole-class discussion.
Representation: Internalize Comprehension
. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
The population of City A was approximately 243,000 people, and it increased by 8% in one year. What was the new population?
The population of city B was approximately 7,150,000, and it increased by 0.8% in one year. What was the new population?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students who want to multiply by
\(1 + \frac{p}{100}\)
may have trouble determining where to put the decimal. Have them think about the problem in steps. How can you find 8%? (Multiply by 0.08.) How can you find 0.8%? (Multiply by 0.008.)
Activity Synthesis
Have selected students show solutions, starting with a solution where the percentage is found first and then added to the initial amount, then the approach where one multiplies by 1.08 or 1.008, respectively. Make sure everyone understands both methods. Help students see the connections between these strategies.
Representing, Speaking: MLR7 Compare and Connect.
Use this routine after students present their solutions for calculating the new population of each city. Ask students, "what is the same and what is different about these approaches?" Call students' attention to the different ways students represented the percent increase in their strategies. These exchanges strengthen students' mathematical language use and reasoning based on percent increases with and without fractional amounts.
Design Principle(s): Maximize meta-awareness


aligns: no