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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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: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
problem_activity: Optional activity
In this activity students compute rates to decide which job applicant is working the fastest checking online comments. They compare rates and total number of comments checked, then see that using rates is the more useful information in this situation.
Launch
Keep students in the same groups of 2.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
A company is hiring people to read through all the comments posted on their website to make sure they are appropriate. Four people applied for the job and were given one day to show how quickly they could check comments.
Person 1 worked for 210 minutes and checked a total of 50,000 comments.
Person 2 worked for 200 minutes and checked 1,325 comments every 5 minutes.
Person 3 worked for 120 minutes, at a rate represented by
\(c = 331t\)
,
where
\(c\)
is the number of comments checked and
\(t\)
is the time in minutes.
Person 4 worked for 150 minutes, at a rate represented by
\(t = \left( \frac{3}{800} \right) c\)
.
Order the people from greatest to least in terms of total number of comments checked.
Order the people from greatest to least in terms of how fast they checked the comments.
Student Response
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click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Write equations for each job applicant that allow you to easily decide who is working the fastest.
Make a table that allows you to easily compare how many comments the four job applicants can check.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Ask students which job applicant should get the job and why. If time permits, consider using MLR 1 (Stronger and Clearer Each Time).
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to prepare students for the whole-class discussion. At the appropriate time, invite students to create a visual display showing which job applicant should get the job and why.  Allow students time to quietly circulate and analyze the selections and justifications in at least 2 other displays in the room. Give students quiet think time to consider what is the same and what is different and whether or not they agree. Next, ask students to find a partner to discuss what they noticed. Listen for and amplify observations that highlight advantages and disadvantages to each method of determining the top job applicant. This will help students identify situation when comparing rates is more effective than the sum of quantities.
Design Principle(s): Optimize output (for justification); Cultivate conversation


aligns: no