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)


Mathematical concept/skill options: 
A. Reason with shapes and their attributes.
B. Understand similarity in terms of similarity transformations.
C. Use coordinates to prove simple geometric theorems algebraically.
D. Translate between the geometric description and the equation for a conic section.
E. Understand congruence and similarity using physical models, transparencies, or geometry software.
F. Analyze, compare, create, and compose shapes.
G. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
H. Understand congruence in terms of rigid motions.
I. Classify two-dimensional figures into categories based on their properties.
J. Draw, construct, and describe geometrical figures and describe the relationships between them.
K. Explain volume formulas and use them to solve problems.
L. Prove theorems involving similarity.
M. Prove geometric theorems.
N. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
O. Define trigonometric ratios and solve problems involving right triangles.
P. Apply trigonometry to general triangles.
Q. Visualize relationships between two-dimensional and three-dimensional objects.
R. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
S. Make geometric constructions.
T. Apply geometric concepts in modeling situations.
U. Solve real-world and mathematical problems involving area, surface area, and volume.
V. Graph points on the coordinate plane to solve real-world and mathematical problems.
W. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
X. Understand and apply theorems about circles.
Y. Understand and apply the Pythagorean Theorem.
Z. Experiment with transformations in the plane.
AA. Find arc lengths and areas of sectors of circles.


Your response:
Thought: This activity asks students to reason how shapes can combine to make other shapes.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_lesson_009431

1
options: Understand the concept of a function and use function notation.

Extend the domain of trigonometric functions using the unit circle.

Prove and apply trigonometric identities.

Analyze functions using different representations.

Interpret expressions for functions in terms of the situation they model.

Model periodic phenomena with trigonometric functions.

Define, evaluate, and compare functions.

Build a function that models a relationship between two quantities.

Interpret functions that arise in applications in terms of the context.

Construct and compare linear and exponential models and solve problems.

Use functions to model relationships between quantities.

Build new functions from existing functions.
problem_activity: Activity
The motion of a falling object is commonly modeled with a quadratic function. This activity prompts students to build a very simple quadratic model using given time-distance data of a free-falling rock. By reasoning repeatedly about the values in the data, students notice regularity in the relationship between time and the vertical distance the object travels, which they then generalize as an expression with a squared variable (MP8). The work here prepares students to make sense of more complex quadratic functions later (that is, to model the motion of an object that is launched up and then returns to the ground).
Launch
Display the image of the falling object for all to see. Students will recognize the numbers from the warm-up. Invite students to make some other observations about the information. Ask questions such as:
“What do you think the numbers tell us?”
“Does the object fall the same distance every successive second? How do you know?”
Arrange students in groups of 2. Tell students to think quietly about the first question and share their thinking with a partner. Afterward, consider pausing for a brief discussion before proceeding to the second question.
Speaking, Reading: MLR5 Co-Craft Questions.
Begin the launch by displaying only the context and the diagram of the building. Give students 1–2 minutes to write their own mathematical questions about the situation before inviting 3–4 students to share their questions with the whole-class. Listen for and amplify any questions involving the relationship between elapsed time and the distance that a falling object travels.
Design Principle(s): Maximize meta-awareness; Cultivate conversation
Student Facing
A rock is dropped from the top floor of a 500-foot tall building. A camera captures the distance the rock traveled, in feet, after each second.
[IMG]
How far will the rock have fallen after 6 seconds? Show your reasoning.
Jada noticed that the distances fallen are all multiples of 16.
She wrote down:
\(\displaystyle \begin {align}16 &= 16 \boldcdot 1\\64 &= 16 \boldcdot 4\\144 &= 16 \boldcdot 9\\256 &= 16 \boldcdot 16\\400 &=16 \boldcdot 25 \end {align}\)
Then, she noticed that 1, 4, 9, 16, and 25 are
\(1^2, 2^2, 3^2, 4^2\)
and
\(5^2\)
.
Use Jada’s observations to predict the distance fallen after 7 seconds. (Assume the building is tall enough that an object dropped from the top of it will continue falling for at least 7 seconds.) Show your reasoning.
Write an equation for the function, with
\(d\)
representing the distance dropped after
\(t\)
seconds.
Student Response
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for free access to Student Response.
Anticipated Misconceptions
Some students may question why the distances are positive when the rock is falling. In earlier grades, negative numbers represented on a vertical number line may have been associated with an arrow pointing down. Emphasize that the values shown in the picture measure how far the rock fell and not the direction it is falling.
Activity Synthesis
Discuss the equation students wrote for the last question. If not already mentioned by students, point out that the
\(t^2\)
suggests a quadratic relationship between elapsed time and the distance that a falling object travels. Ask students:
“How do you know that the equation
\(d=16t^2\)
represents a function?” (For every input of time, there is a particular output.)
“Suppose we want to know if the rock will travel 600 feet before 6 seconds have elapsed. How can we find out?” (Find the value of
\(d\)
when
\(t\)
is 6, which is
\(16 \boldcdot 6^2\)
or 576 feet.)
Explain to students that we only have a few data points to go by in this case, and the quadratic expression
\(16t^2\)
is a simplified model, but quadratic functions are generally used to model the movement of falling objects. We will see this expression appearing in some other contexts where gravity affects the quantities being studied.


correct_option_index: 7