few_shots: 
Example:
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)


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.”)

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: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
problem_activity: Task
As a whole group, students will sort a collection of three-dimensional objects into categories by shape. There should be several that fall into each of the categories below:
sphere
cone
pyramid
cube
cylinder
rectangular prism
As a class, students brainstorm attributes of the objects they have classified, and the teacher writes those attributes where the entire class can see them. Students then use one of the following sentence frames as they classify the objects. The sentence frames should be written on sentence strips or some other large paper so that the entire class can read/see them during the activity.)
The ___________ is in the shape of a __________ . It is/has __________ , just like all ____________.
The ___________ is in the shape of a __________ . It is/has ___________ , but some ___________ aren't/don't.
The teacher models with one or two objects to start. An example would be:
"The can is in the shape of a cylinder. It has circles on the ends, just like all cylinders."
"The can is a in the shape of a cylinder. It is made of metal, but some cylinders aren't."
This will help students distinguish between defining attributes and non-defining attributes.
Once students are familiar with this task they can be given a set of cards and can work in pairs to classify by defining attribute using the (now familiar) sentence frames.


aligns: no