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: Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
problem_activity: Narrative
The purpose of this activity is for students to use the location of a unit fraction to locate another fraction with a different denominator on the number line. Students can use their knowledge from the previous activity to place 1 on the number line and then use that to partition the interval from 0 to 1 to find other numbers. Because students have only located fractions with the same denominator on a single number line, they may want to use more than one number line in this activity. They may or may not label the points they find along the way to
\(\frac{3}{4}\)
. Encourage them to use whatever strategy makes sense to them.
Monitor for students who use a single number line to show both thirds and fourths and those who use separate number lines. Select them to share during activity synthesis.
This activity is optional because it goes beyond the depth of understanding required to address grade 3 standards.
MLR8 Discussion Supports.
Synthesis: As students share the similarities and differences between the strategies, use gestures to emphasize what is being described. For example, point to each fraction and show with your fingers the partitions such as thirds and fourths, that are being discussed.
Advances: Listening, Representing
Launch
Groups of 2
“Now we’re going to try something a little bit different. Let’s use the location of a unit fraction to find a fraction with a different denominator.”
Activity
“Take a few minutes to locate
\(\frac{3}{4}\)
on this number line. Use any strategy that makes sense to you.”
3–5 minutes: independent work time
As students work, consider asking:
“How did you decide whether to use one or two number lines?”
“Did you locate any numbers before locating
\(\frac{3}{4}\)
?”
“Where is 1 on your number line(s)?”
“Share your strategy with your partner.”
2–3 minutes: partner discussion
Student Facing
Locate and label
\(\frac{3}{4}\)
on the number line. Be prepared to explain your reasoning.
[IMG]
[IMG]
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
Ask the two selected students to display their work side-by-side for all to see.
“What do these strategies have in common? How are these representations different?” (They both located 1 before locating
\(\frac{3}{4}\)
. In the first strategy, the thirds are one number line and used to find 1. Then, 1 is on the second number line and used to find
\(\frac{3}{4}\)
. In the second strategy, the thirds and fourths are marked on the same number line.)
Consider asking: “What questions do you have about these representations?”


aligns: no