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)


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: Investigate patterns of association in bivariate data.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Use random sampling to draw inferences about a population.

Summarize and describe distributions.

Interpret linear models.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Calculate expected values and use them to solve problems.

Use probability to evaluate outcomes of decisions.

Investigate chance processes and develop, use, and evaluate probability models.

Develop understanding of statistical variability.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Draw informal comparative inferences about two populations.

Understand independence and conditional probability and use them to interpret data.

Understand and evaluate random processes underlying statistical experiments.

Summarize, represent, and interpret data on a single count or measurement variable.
problem_activity: Activity
The mathematical purpose of this activity is to introduce students to curves representing normal distributions. Students compare normal curves with different means and standard deviations to determine how those statistics affect the curve. In particular, ensure students understand that normal curves are entirely defined by the mean and standard deviation, that the mean defines the center of the distribution, and the standard deviation affects the spread of the distribution.
Student Facing
These curves represent
normal distributions
with different means and standard deviations. What do you notice?
mean = 10. standard deviation = 1
[IMG]
mean = 10. standard deviation = 2
[IMG]
mean = 8. standard deviation = 2
[IMG]
mean = 12. standard deviation = 1
[IMG]
mean = 10. standard deviation = 0.8
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The equation for the curve for a normal distribution is
\(f(x) = \frac{1}{\sigma \sqrt{2\pi}} \boldcdot e^{\frac{-(x-\mu)^2}{2\sigma^2}}\)
where
\(\sigma\)
is the standard deviation,
\(\mu\)
is the mean, and
\(e\)
is a particular number close to 2.718.
Notice the part of the function that is
\((x - \mu)\)
. Using your understanding of transformations of functions, how does changing
\(\mu\)
affect the graph of the function?
Student Response
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for free access to Extension Student Response.
Activity Synthesis
The important things for students to notice are:
The curves are entirely defined by the mean and standard deviation.
The curve is symmetric around the mean.
The standard deviation affects the width and height of the curve. A larger standard deviation is wider and shorter. A smaller standard deviation is thinner and taller.
Here are some questions for discussion:
“Why do you think the normal curve for a larger standard deviation is wider and shorter than one with a smaller standard deviation?” (We would expect a larger standard deviation to mean that data is more spread out, so it makes sense that is wider. Since the area must remain 1 under the curve, it has to get shorter to get wider.)
“What is the shape of the normal curve?” (Bell-shaped and symmetric)
“Where is the line of symmetry for each curve?” (
\(x = 10\)
,
\(x = 8\)
,
\(x = 12\)
, and
\(x = 10\)
, respectively)
Tell students,
“Although it is difficult to see in these graphs, the
\(x\)
-axis is a horizontal asymptote for normal curves. As you follow the curve to the right (or left), the curve gets closer and closer to the
\(x\)
-axis without ever actually reaching it.”
“Normal curves are bell-shaped and are most reliably used to model bell-shaped or approximately bell-shaped distributions.”
“The area under the normal curve (between the curve and the
\(x\)
-axis) is always 1. When the standard deviation increases, the curve spreads out to the right and left. To maintain the same area, though, the height of the peak must decrease.”


correct_option_index: 14