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: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^(3) and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. [Excludes multiplicative comparison problems (problems involving notions of “times as much”)]
problem_activity: Narrative
The purpose of this activity is for students to represent on paper the class data collected during the previous activity. Students determine how they want to represent their data which was represented by cubes in the previous activity. Representations may include squares (as cubes), tally marks, or number symbols. Students also label their representations.
Required Materials
Materials to Gather
Colored pencils or crayons
Connecting cubes
Materials from a previous activity
Required Preparation
Have extra copies of the three-column table from a previous lesson available for students.
Launch
Groups of 2
Give each group access to colored pencils or crayons and copies of the three-column table.
“We have to put the cubes away at the end of math, but we want to be able to see our class data tomorrow. With your partner, come up with a plan to show our data on paper.”
3 minutes: partner discussion
Activity
“Now each of you will show our class data on paper.”
10 minutes: independent work time
As students work, consider asking questions to help clarify representations:
“Which category is this? What can you do so others can tell what each category is on your paper?”
“What is the title of your data representation?”
Monitor for different representations that use squares, tally marks, and numbers to share during the synthesis of the next activity.
Student Facing
Show the survey data about our class’s favorite
___________________________________________________.
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
“Now let’s see what we can learn about the representations of our class data.”


aligns: no