few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Experiment with transformations in the plane.

Classify two-dimensional figures into categories based on their properties.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Understand congruence in terms of rigid motions.

Apply trigonometry to general triangles.

Make geometric constructions.

Visualize relationships between two-dimensional and three-dimensional objects.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Analyze, compare, create, and compose shapes.

Find arc lengths and areas of sectors of circles.

Prove geometric theorems.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply geometric concepts in modeling situations.

Understand and apply the Pythagorean Theorem.

Understand and apply theorems about circles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Solve real-world and mathematical problems involving area, surface area, and volume.

Define trigonometric ratios and solve problems involving right triangles.

Prove theorems involving similarity.

Explain volume formulas and use them to solve problems.

Translate between the geometric description and the equation for a conic section.

Use coordinates to prove simple geometric theorems algebraically.

Reason with shapes and their attributes.

Understand similarity in terms of similarity transformations.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
problem_activity: Optional activity
This activity allows students to practice identifying the base and height of triangles and using them to find areas.
Because there are no directions on which base or height to use, and because not all sides would enable them to calculate area easily, students need to think structurally and choose strategically. All triangles in the problems have either a vertical or a horizontal side. Choosing such a side as the base makes it easier to identify the corresponding height.
In some cases, students may opt to use a combination of area-reasoning strategies rather than finding the base and height of the shaded triangles and applying the formula. For instance, they may enclose a shaded triangle with a rectangle and subtract the areas of extra triangles (with or without using the formula on those extra triangles). Notice students who use such strategies so they could share later.
Launch
Keep students in groups of 2. Explain that they will now practice locating or drawing heights and using them to find area of triangles. Give students 8–10 minutes of quiet think time and time to share their responses with a partner afterwards. Provide access to their geometry toolkits (especially index cards).
If time is limited, consider asking students find the area of two or three triangles instead of all four.
Student Facing
For each triangle, identify and label a base and height. If needed, draw a line segment to show the height.
Then, find the area of the triangle. Show your reasoning. (The side length of each square on the grid is 1 unit.)
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Student Response
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Student Facing
Are you ready for more?
Find the area of this triangle. Show your reasoning.
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Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
Students may think that a vertical side of a triangle is the height regardless of the segment used as the base. If this happens, have them use an index card as a straightedge to check if the two segments they are using as base and height are perpendicular.
Some students may not immediately see that choosing a side that is either vertical or horizontal would enable them to find the corresponding height very easily. They may choose a non-vertical or non-horizontal side and not take advantage of the grid. Ask if a different side might make it easier to determine the base-height lengths without having to measure.
Activity Synthesis
Focus the whole-class discussion how students went about identifying bases and heights. Discuss:
“Which side did you choose as the base for triangle B? C? Why?”
“Aside from choosing a vertical or horizontal side as the base, is there another way to find the area of the shaded triangles without using their bases and heights?” (Invite a couple of students who use the enclose-and-subtract method to find the area of B, C, or D to share.)
“Which strategy do you prefer or do you think is more efficient?”
“Can you think of an example where it might be preferable to find the base and height of the triangle of interest?” (Students may point to any of the triangles in the task.)
“Can you think of an example where it might be preferable to enclose the triangle of interest and subtract other areas?” (Students may point to the triangle shown in "Are you ready for more?", where none of the shaded triangle's sides are horizontal or vertical.)
Speaking, Representing: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. Provide sentence frames to help students produce statements that describe the strategies they use to identify bases and heights, and to find area. For example, “For triangle ___, I chose side ___ as the base because . . .” or “The next time I need to find the area of a triangle, the strategy I will use is _____, because . . . .”
Design Principle(s): Support sense-making


correct_option_index: 17