few_shots: 
Example:
Concept/skill: 
Recognize area as an attribute of plane figures and understand concepts of area measurement.

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)


Answer: 
No. This activity does not teach students area as an attribute of plane figures. Instead, the activity focuses on solid, three-dimensional figures.

Now, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: im_lesson_009431_neg_0

1
standard_description: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
problem_activity: Narrative
The purpose of this warm-up is to elicit observations about differences in costs of living in different parts of the United States. It prepares students to look for and make sense of multiplicative comparisons later in the lesson. It also helps elicit what students know about how the different costs may be different depending on where you live.
Students may notice and wonder many things about the data in the table and both additive and multiplicative comparisons are likely to come up. Some students may note that an item costs “some dollars more” in San Francisco than in Fort Wayne, while others may say it costs “some number of times as much” based on the quantities or their estimation of the quantities. In the synthesis, focus student discussion on additive and multiplicative comparison.
Launch
Groups of 2
Display the table.
Activity
“What do you notice? What do you wonder?”
1 minute: quiet think time
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
{"table": [{"_attributes": {"border": "1", "style": "width:95%"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center; width:50%"}}, {"_attributes": {"scope": "col", "style": "text-align:center; width:25%"}, "_value": "San Francisco, CA"}, {"_attributes": {"scope": "col", "style": "text-align:center; width:25%"}, "_value": "Fort Wayne, IN"}]}]}], "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center"}, "_value": "population"}, {"_value": "805,235"}, {"_value": "253,691"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "milk (1 gallon)"}, {"_value": "\\$4.45"}, {"_value": "\\$2.14"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "bread (1 loaf)"}, {"_value": "\\$3.54"}, {"_value": "\\$1.82"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "gasoline (1 gallon)"}, {"_value": "\\$3.70"}, {"_value": "\\$2.42"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "movie ticket"}, {"_value": "\\$15"}, {"_value": "\\$12"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "internet connection (1 month)"}, {"_value": "\\$70"}, {"_value": "\\$50"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "rent for a 3 bedroom apartment in the city center (1 month)"}, {"_value": "\\$6,000"}, {"_value": "\\$1,500"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "cost of a house"}, {"_value": "\\$1,400,000"}, {"_value": "\\$160,000"}]}]}]}]}
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
“How could you compare the cost for renting an apartment in San Francisco to the cost in Fort Wayne? How could you use multiplication to compare the costs?”
As needed, “About how many more times as much is the cost of a house in San Francisco compare to the cost of a house in Fort Wayne?”
“The prices of the things you need to live, like food, clothing, and shelter, are called the cost of living. The cost of living can be very different depending on where in the world you live. Today we are going to compare the cost of living in different places around the world.”


aligns: yes