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: Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (-1 + Ö3i)^(3) = 8 because (-1 + Ö3i) has modulus 2 and argument 120°.
problem_activity: The estimated size for a population of rabbits and a population of coyotes in a desert habitat are shown in the table. The estimated population sizes were recorded as a part of a long-term study related to the effect of commercial development on native animal species.
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"em": [{"_value": "n"}], "_values": ["Years since initial count (", ")"]}, {"_value": "0"}, {"_value": "3"}, {"_value": "6"}, {"_value": "9"}, {"_value": "12"}, {"_value": "15"}, {"_value": "18"}, {"_value": "21"}, {"_value": "24"}]}, {"td": [{"em": [{"_value": "r"}], "_values": ["Estimated number of rabbits (", ")"]}, {"_value": "14,989"}, {"_value": "10,055"}, {"_value": "5,002"}, {"_value": "10,033"}, {"_value": "15,002"}, {"_value": "10,204"}, {"_value": "4,999"}, {"_value": "10,002"}, {"_value": "14,985"}]}, {"td": [{"em": [{"_value": "c"}], "_values": ["Estimated number of coyotes (", ")"]}, {"_value": "1,995"}, {"_value": "2,201"}, {"_value": "2,003"}, {"_value": "1,795"}, {"_value": "1,999"}, {"_value": "2,208"}, {"_value": "2,010"}, {"_value": "1,804"}, {"_value": "2,001"}]}]}]}]}
Below are sketches of each graph, with a curve fitted to the data.
[IMG]
[IMG]
Write the function for each situation and then calculate the two different numbers of years where the population estimate is about 13,000 for rabbits and 2,100 for coyotes.


aligns: no