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: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Fluently multiply multi-digit whole numbers using the standard algorithm.

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to consider the numbers when they choose a strategy to find the value of a product. Some students might choose to use the same strategy for any multiplication problem. In this activity, the numbers were chosen to encourage students to choose different strategies in order to generate discussion about why certain multiplication problems lend themselves to different strategies.
When students choose a multiplication strategy based on the factors, using the associative and commutative properties of multiplication and the distributive property, along with known facts, they make use of structure to facilitate their calculations (MP7).
MLR7 Compare and Connect.
Lead a discussion comparing, contrasting, and connecting the different strategies students chose to solve the problems. Ask, “Are there any benefits or drawbacks to one strategy compared to another?” and “Why did the different approaches lead to the same outcome?”
Advances: Conversing
Launch
Groups of 2
“Sometimes we use different strategies to solve problems, depending on the numbers in the problem. Without solving, look at the numbers in each expression and think about the strategy you would use to find the value.”
1–2 minutes: quiet think time
“Choose 2 problems you would solve using a different strategy and describe the strategy to your partner. Explain why you chose different strategies.”
1–2 minutes: partner work time
Activity
“Find the value of each expression. If you find the value mentally, record the steps you used in your head to arrive at the product.”
5–10 minutes: independent work time
Monitor for students who used different strategies for the same problem. For example, for
\(14\times25\)
, some students might multiply
\(14\times20\)
and
\(14\times5\)
and some students might double 25 and halve 14 and find
\(7\times50\)
.
8–10 minutes: partner work time
Student Facing
Find the value of each expression. Explain or show your reasoning.
\(14\times3\)
\(14\times101\)
\(14\times25\)
\(14\times9\)
\(14\times136\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite students to share their strategies for finding the value of
\(14 \times 101\)
.
“Is there a mental strategy you can use to find the value of this product?” (Yes. I know
\(14 \times 100\)
is 1,400 and then I can add 14 to that.)
Invite students to share their strategies for finding the value of
\(14 \times 136\)
.
“Which strategy did you use to find the value of
\(14 \times 136\)
? Why?” (I used the standard algorithm because I did not see a quick mental strategy for finding the value.)


correct_option_index: 1