few_shots: 
Example:
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.”)

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: 
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 division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
problem_activity: Activity
In the previous lesson, students learned that it is very difficult to select representative samples when the population data is unknown. In this lesson, students learn that often the best we can do to select a representative sample is to avoid sampling methods that will be inherently biased one way or another (MP7). A randomly selected sample is not guaranteed to be representative of the population, but other methods are often biased and thus tend to produce samples that are not representative of the population.
Launch
Arrange students in groups of 2. Give students 5 minutes of partner work time followed by a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. After students have solved the first 2-3 problems, check-in with either select groups of students or the whole class. Invite students to share the strategies they have used so far as well as any questions they have before continuing.
Supports accessibility for: Organization; Attention
Student Facing
Take turns with your partner reading each option aloud. For each situation, discuss:
Would the different methods for selecting a sample lead to different conclusions about the population?
What are the benefits of each method?
What might each method overlook?
Which of the methods listed would be the most likely to produce samples that are representative of the population being studied?
Can you think of a better way to select a sample for this situation?
Lin is running in an election to be president of the seventh grade. She wants to predict her chances of winning. She has the following ideas for surveying a sample of the students who will be voting:
Ask everyone on her basketball team who they are voting for.
Ask every third girl waiting in the lunch line who they are voting for.
Ask the first 15 students to arrive at school one morning who they are voting for.
A nutritionist wants to collect data on how much caffeine the average American drinks per day. She has the following ideas for how she could obtain a sample:
Ask the first 20 adults who arrive at a grocery store after 10:00 a.m. about the average amount of caffeine they consume each day.
Every 30 minutes, ask the first adult who comes into a coffee shop about the average amount of caffeine they consume each day.
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
The purpose of the discussion is for students to understand that some methods of sampling are better than others. Although there may be no way to guarantee that a sample is representative of the population, we can certainly avoid methods that will definitely result in some groups being over- or under-represented.
Poll the class on which of the given methods is best for each scenario. Record these answers for all to see.
Select several students to explain benefits and drawbacks of each of the sampling methods. After each method has been analyzed for a situation, ask if students have ideas for better ways to get a representative sample for the situation.
Ask students, “What are some important things to consider when getting a sample?” (Is there a group that this method will show preference for? Is there a group that will automatically be left out of my sample based on the method? If there are groups I didn’t even think about, does my method have a way of reaching them?)
Explain: People often have biases that may lead them to over- or under-represent some groups in their samples whether the biases are obvious or not. For example, if you want to send a survey out for people to respond to questions, you may not reach people who do not have email addresses. Due to the (sometimes hidden) biases, the best method for selecting samples is to remove as much of the personal selection as possible. In the rest of this lesson, we will explore methods for generating samples that avoid biases.


aligns: no