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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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: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
problem_activity: Activity
In this activity, students continue to work with inequalities in two variables in context. They write an inequality that represents the constraints in a situation, graph its solutions, and interpret points in the solution region.
Earlier, students saw that some points in the solution region might satisfy an inequality (mathematically) but might not work in the given situation because other considerations were at play. Here, they see another reason that some values that satisfy an inequality might be unfeasible in the situation—namely, that the pair of values must be whole numbers. When students think about the plausibility of these values in context, they engage in an aspect of mathematical modeling (MP4).
As students work, look for those who plot discrete points to represent the solution region and those who shade a part of the plane.
Launch
Arrange (or keep) students in groups of 2. Give students a few minutes of quiet time to work on the first three questions, and then time to discuss their responses before they continue with the last two questions.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards. Some students may need extra time to explore possible combinations for multiples of 9 and 5. Encourage them to model these combinations by drawing pictures or listing multiples of each number using the whiteboard or sticky notes.
Supports accessibility for: Memory; Organization
Student Facing
A vendor at the Saturday Market makes
$
9 profit on each necklace she sells and
$
5 profit on each bracelet.
Find a combination of necklaces and bracelets that she could sell and make:
exactly $100 profit
more than $100 profit
Write an equation whose solution is the combination of necklaces and bracelets she could sell and make exactly $100 profit.
Write an inequality whose solutions are the combinations of necklaces and bracelets she could sell and make more than $100 profit.
Graph the solutions to your inequality.
[IMG]
Is
\((3,18.6)\)
a solution to the inequality? Explain your reasoning.
Student Response
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click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Write an inequality using two variables
\(x\)
and
\(y\)
where the solution would be represented by shading the entire coordinate plane.
Write an inequality using two variables
\(x\)
and
\(y\)
where the solution would be represented by not shading any of the coordinate plane.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may have trouble graphing the line that delineates the solution region from non-solution region because they are used to solving for the variable
\(y\)
, but here the variables are
\(b\)
and
\(n\)
. Ask these students to decide which variable to solve for based on the graph that has been set up. Ask them to notice which quantity is represented by the vertical axis.
Activity Synthesis
If some students plotted discrete points and some shaded the region, choose one of each and display these for all to see. Ask students why each one might be an appropriate representation of the solutions to the inequality.
Highlight that the discrete points represent the situation more accurately, because it is impossible to sell a fraction of a bracelet or 2.75 necklaces. It is, however, tedious to plot a bunch of points to show the solution region. It is much easier to shade the entire region, but with the understanding that, in this situation, only whole-number values make sense as solutions.


aligns: no