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
Teachers with a valid work email address can
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for free access to Student Response.
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: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
problem_activity: Narrative
The purpose of this activity is for students to visualize and make sense of the context of problems they will solve in the next activity. They will also consider representations that can be used to model the quantities and actions in the situation (MP4) and try creating them. Students will not have time to make a complete representation, so the focus is on making sense of the situation and persevering in finding effective representations (MP1).
Required Materials
Materials to Gather
Coins
Index cards
Paper
Two-color counters
Launch
Groups of 3 or 4
Display the image of the lockers.
“In your small group, discuss what you notice and wonder about the picture.”
1 minute: quiet think time
1 minute: group discussion
Share and record responses. If students are not familiar with lockers, explain that lockers are used to hold students’ coats, books, and backpacks in some schools.
Activity
Read the problem aloud to students.
“Take some time on your own to make sense of the problem. You may want to try to visualize it or reread the problem.”
2 minutes: quiet think time
Give students access to two-color counters, index cards, coins, and other materials that may be helpful to them.
“Based on what you know, create a representation of the problem.”
5 minutes: independent work time
Monitor for and select 3 different representations that:
represent lockers in different ways
show instances of contact with lockers (or of opening and closing)
show correspondence between each student and the lockers touched
Student Facing
The picture shows lockers in a school hallway.
The 20 students in Tyler’s fourth-grade class are playing a game in a hallway that is lined with 20 lockers in a row.
[IMG]
[IMG]
The first student starts with the first locker and goes down the hallway and opens all the lockers.
The second student starts with the second locker and goes down the hallway and shuts every other locker.
The third student stops at every third locker and opens the locker if it is closed or closes the locker if it is open.
This process continues until all 20 students in the class have touched the lockers.
Create a representation to show what you understand about this problem. Consider:
How does your representation show lockers?
How does your representation keep track of students who touch lockers?
How does your representation show which lockers are open or closed?
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
While discussing each representation, ask students:
“Where are the lockers in this representation?” (Numbers or pictures used to indicate lockers)
“How can we tell if a locker is open or closed in this representation?” (Symbols or colors used to indicate open or closed)
“How does this representation show which student is touching the lockers?” (Students and their actions listed in a table or a T-chart)
“In the next activity, you will answer questions about the game. You may use your representation or one shared by a classmate to help you think through the problems.”


aligns: no