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: Compare two numbers between 1 and 10 presented as written numerals.
problem_activity: Task
Materials
10-15 quart plastic bags of various counters (different numbers of counters in each bag)
A recording sheet for the activity with pictures of counters and lines for recording the total number of objects
A teacher completed recording sheet with the correct numbers written for each item
[IMG]
Action
The students choose a bag they have not counted. They are given the directions to count the items in the bag and record the number on the line next to the picture of the item in the bag.  The students will then check their answers against the teacher-prepared recording sheet.  If the activity is done in committee, the teacher should ask each student, “How many  (triangles) were in the bag?”  If the activity is done daily, the teacher should ask four or five different students, “How many  (triangles) were in the bag?”  The process is repeated until time runs out or all bags of stuff have been counted.


aligns: no