few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Your response:
Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Geometric measurement: understand concepts of angle and measure angles.

Convert like measurement units within a given measurement system.

Describe and compare measurable attributes.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Tell and write time.

Represent and interpret data.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Work with time and money.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Relate addition and subtraction to length.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Measure lengths indirectly and by iterating length units.

Measure and estimate lengths in standard units.

Classify objects and count the number of objects in each category.
problem_activity: Narrative
The goal of this activity is to represent expressions as decompositions of a figure made of two non-overlapping right rectangular prisms. This gives students an opportunity to interpret parentheses in expressions while also checking their understanding of different ways to represent the volume of rectangular prism; namely, length times width times height and area of a base times the corresponding height.
Students work abstractly and quantitatively in this problem (MP2) as they relate abstract expressions to decompositions of figures composed of two rectangular prisms.
MLR7 Compare and Connect.
Invite students to think about details they can include that will help others understand their thinking. For example, specific language, using different colors, shading, arrows, labels, notes, diagrams or drawings. Give students time to investigate each others’ work. During the whole-class discussion, ask, “What kinds of details or language helped you understand your partner’s work?”
Advances: Representing, Conversing
Launch
Groups of 2
“Look at the first figure and think about how you might decompose it into 2 prisms.”
1 minute: quiet think time
“Now you will consider how different expressions can represent the volume of figures.”
Activity
5 minutes: independent work time
5 minutes: partner discussion time
Monitor for students who
use the numbers in the expressions to determine how to break up the figure
break up the figure and use this to identify the expressions.
Student Facing
Explain how each expression represents the volume of the figure. Show your thinking. Organize it so it can be followed by others.
\(((2 \times 3) \times4) + ((3 \times 3) \times 2)\)
\((5 \times 6) + (3 \times 4)\)
[IMG]
How does each expression represent the volume of the prism? Explain or show your thinking. Organize it so it can be followed by others.
\((5\times8\times6) + (5\times4\times9)\)
cubic inches
\((5\times4\times3) + (5\times12\times6)\)
cubic inches
[IMG]
Student Response
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Advancing Student Thinking
If students do not describe how the expressions represent the volume of the figure, show them part of the expression, the numbers inside the parentheses for example, and ask them to explain which part of the figure is represented.
Activity Synthesis
Invite students to share how the expressions for the first prism represent its volume.
“Why are there 3 factors in the expression
\((2 \times 3) \times 4)\)
but only 2 factors in the expression
\((5 \times 6)\)
?” (The 2, 3, and 4 are the length, width, and height of the prism in the back. The 5 is the height of the prism on bottom whose base area is 6.)
“In the expression
\((3 \times 3) \times 2\)
, what do the parentheses tell you?” (They tell me to first multiply 3 times 3, which gives me the area of the base, and then I multiply that by 2 to get the volume of the prism.)


correct_option_index: 7