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
click here to register or sign in
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: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
problem_activity: Narrative
The purpose of this activity is for students to be introduced to the terms
halves
and
fourths
. In the launch, students explore examples and non-examples of shapes split into halves and fourths and develop a shared understanding of what these terms mean (MP6). Students then draw lines to partition shapes into halves or fourths. During the synthesis students learn that the term 'quarters' means the same as fourths. Fourths and quarters will be used interchangeably throughout this section.
Action and Expression: Develop Expression and Communication.
Give students access to a straight edge or ruler.
Supports accessibility for: Fine Motor Skills, Visual-Spatial Processing
Launch
Groups of 2
Display the categories of shapes from the student workbook.
“Here are some shapes split into pieces.”
“What do you notice?” (One table shows shapes split into two pieces and the other table shows shapes split into four pieces. The pieces are equal in the first group.)
1 minute quiet think time
2 minutes: partner discussion
Record responses.
“Based on what you observed, what do you think split into halves means? What do you think split into fourths means?”
1 minute quiet think time
Record responses.
“
Halves
are the pieces created when a shape is split into two pieces that are the same size.
Fourths
are the pieces created when a shape is split into four pieces that are the same size.”
Activity
Read the task statement.
4 minutes: independent work time
Monitor for students who accurately partition the shapes into fourths in different ways.
Student Facing
[IMG]
[IMG]
Split each shape into halves.
[IMG]
Split each shape into fourths.
[IMG]
Split each shape into fourths.
[IMG]
Split each shape into halves.
[IMG]
Split each shape into halves.
[IMG]
Split each shape into fourths.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
Students may split the shapes into halves accurately by drawing a vertical or horizontal line down the middle of each shape. These students may attempt to create fourths, for the rectangles and circles, using the same technique by guessing-and-checking. Ask these students to explain their method and what they hope to achieve. Consider asking:
“How many pieces are you trying to create?”
“How can you make sure they are the same size?”
“How would you fold this shape to make __ equal pieces?”
“How can you use the table of shapes we looked at earlier to help plan how to make __ equal pieces?”
Activity Synthesis
Invite previously identified students to share.
“Do all of these shapes show fourths? How do you know?” (Yes, each of the shapes have 4 equal pieces. Each of the pieces are the same size.)
“When we split a shape into four equal-sized pieces, the shape is split into fourths. We can also say the shape is split into quarters.”


aligns: no