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)


Standard options: 
A. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
B. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
C. 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.”)


Your response:
Thought: This activity asks students to compose three-dimensional shapes, using geoblocks, to create composite shapes.
Answer: C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_lesson_009431

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options: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Estimate lengths using units of inches, feet, centimeters, and meters.

Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 2 of the Estimate and Measure center. Students estimate and measure the length of objects. This stage includes centimeters, inches, and feet. Students should only measure in centimeters at this point in the unit. In this activity, students also find the difference between their estimate and their measurement for extra practice.
Required Materials
Materials to Gather
Metersticks
Objects of various lengths
Rulers (centimeters)
Materials to Copy
Estimate and Measure Stage 2 Recording Sheet
Required Preparation
Gather or identify objects of various lengths (pencils, markers, books, glue, scissors, shoe, tape dispenser, side of desk, length of bulletin board).
Launch
Groups of 2
Give students access to centimeter rulers and meter sticks.
Give each student a recording sheet.
“We are going to learn a new center called Estimate and Measure. Today we are going to estimate and measure the length of different objects.”
“First you and your partner will decide on an object in the room to measure. Then you will decide what tool you will use to measure the object.”
Choose an object to measure and hold it up for students to see.
“What tool would you use to measure this object?”
“Before measuring the object, you and your partner will both estimate the length of the object using the unit you chose. Your estimates do not have to be the same. Record your estimate.”
Demonstrate estimating the length of your object and recording it on the recording sheet.
“Now work with your partner to measure the object and record the actual measurement.”
Demonstrate measuring the object, thinking aloud as you line up the endpoints and use the number on the tool to determine the length.
Record the actual measurement on the recording sheet.
“If you have time: Once you have estimated and measured the object, find the difference between your estimate and the actual length.”
Demonstrate finding the difference.
“Put your object back and choose another object to measure.”
Activity
10 minutes: partner work time
Activity Synthesis
Display a row of the recording sheet with this information:
Object: notebook
Estimate: 20 cm
Actual Measurement: 31 cm
“How can we find the difference?” (We can add on to 20 until we get to 31. We can subtract 20 from 31.)


correct_option_index: 1

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