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

1
options: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
problem_activity: Activity
Students have already looked at measurement conversions that can be represented by proportional relationships, both in grade 6 and in previous lessons in this unit. This task introduces a measurement conversion that is not associated with a proportional relationship. The discussion should start to move students from determining whether a relationship is proportional by examining a table, to making the determination from the equation.
Note that some students may think of the two scales on a thermometer like a double number line diagram, leading them to believe that the relationship between degrees Celsius and degrees Fahrenheit is proportional. If not mentioned by students, the teacher should point out that when a double number line is used to represent a set of equivalent ratios, the tick marks for 0 on each line need to be aligned.
Launch
Arrange students in groups of 2. Provide access to calculators, if desired. Give students 5 minutes of quiet work time followed by students discussing responses with a partner, followed by whole-class discussion.
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
The other day you worked with converting meters, centimeters, and millimeters. Here are some more unit conversions.
Use the equation
\(F =\frac95 C + 32\)
, where
\(F\)
represents degrees Fahrenheit and
\(C\)
represents degrees Celsius, to complete the table.
| temperature                       \((^\circ\text{C})\) | temperature                       \((^\circ\text{F})\) |
|--------------------------------------------------------|--------------------------------------------------------|
|                           20                           |                                                        |
|                           4                            |                                                        |
|                          175                           |                                                        |
Use the equation
\(c = 2.54n\)
, where
\(c\)
represents the length in centimeters and
\(n\)
represents the length in inches, to complete the table.
|             length (in)             | length (cm) |
|-------------------------------------|-------------|
|                 10                  |             |
|                  8                  |             |
| 3                       \(\frac12\) |             |
Are these proportional relationships? Explain why or why not.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students may struggle with the fraction
\(\frac95\)
in the temperature conversion. Teachers can prompt them to convert the fraction to its decimal form, 1.8, before trying to evaluate the equation for the values in the table.
Activity Synthesis
After discussing the work students did, ask, “What do you notice about the forms of the equations for each relationship?” After soliciting students’ observations, point out that the proportional relationship is of the form
\(y = kx\)
, while the nonproportional relationship is not.
Speaking: MLR8 Discussion Supports.
To provide a support students in producing statements when they compare and contrast equations with proportional and nonproportional relationships. Provide sentence frames such as: “I noticed that _____,” “What makes _____ different from the others is _____,” or “The patterns show _____.” Invite students to use these sentence frames when students comprehend orally the patterns they notice with proportional equations.
Design Principle(s): Support sense-making


correct_option_index: 1