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: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
problem_activity: Activity
In this activity, students extend their thinking about distribution shapes to using the shape to justify making a decison from a set of repesentations. In previous lessons, students matched distribution shapes to situations. Students practice applying the situations when they choose a representation and are able to eliminate the others. This activity prepares students to compare specific measures of several distribution shapes in a later lesson.
Student Facing
Restaurant A
[IMG]
Restaurant B
[IMG]
Restaurant C
[IMG]
Restaurant D
[IMG]
Each histogram represents the number of star ratings for a different restaurant. The ratings range from 0–4, with 0 representing a very poor experience and 4 representing an excellent experience. For each question, explain your reasoning.
Which restaurant do reviewers like the most?
Which restaurant do reviewers like the least?
Which restaurant received mostly mixed reviews?
Which restaurant would you choose to try?
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
Discuss how students use the data distribution shapes to choose their answers. Here are sample questions to promote class discussion:
“How did you determine at which restaurant you would eat?” (I thought the restaurant with the highest ratings is the one at which I would want to eat.)
“How can you tell which restaurant has the best ratings?” (I can tell which one has the best ratings by looking for the histogram with the greatest frequency of 4 or 4-star ratings indicated by tall bars on the right side of the histogram.)
“How does shape influence your decisions?” (Shape influences my decisions because as I am looking for the amount of ratings, I am looking at how tall the bars are on each histogram. The skewed histograms show me that reviewers tend to agree that the restaurant is either very good or very bad. The uniform shape shows me that the restaurant has an equal amount of each rating, which might mean the experience is somewhat random. The bimodal shape shows me that reviewers are split on the restaurant, with some rating the quality very good while others are rating it as very poor.)


aligns: no