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
Teachers with a valid work email address can
click here to register or sign in
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)


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
D. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
E. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Your response:
Thought: This activity involves geometric figures, specifically three-dimensional shapes.
Answer: A

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_lesson_009431

1
options: Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
problem_activity: Narrative
The purpose of this activity is for students to use what they know about counting within 1,000 to make sense of number lines that show counting on or counting back by 10 or 100. This work helps build fluency with counting within 1,000 and connects to an upcoming lesson where students add and subtract multiples of 10 or 100 using equations.
MLR8 Discussion Supports.
Invite students to begin partner interactions by repeating the question, “What pattern do you notice?” This gives both students an opportunity to produce language.
Advances: Conversing
Launch
Groups of 2
Display the number line with jumps of 100.
“On this number line there are 5 tick marks, but only 3 are labeled. What are the missing numbers and how do you know?” (534 and 634 because the jumps are the same length and they must be jumps of 100. The hundreds place is increasing by 1, but the other places are not changing.)
30 seconds: quiet think time
30 seconds: partner discussion
Share and record responses.
“You recognized that the length between each tick mark must represent 100. The tick marks and arrows show counting on by 100 on the number line.”
Activity
“For each of the problems, use what you know about counting, representing numbers on the number line, and place value to find the missing numbers.”
10 minutes: partner work time
Monitor for a student to share their reasoning for _____, _____, 332, 342, 352
Student Facing
[IMG]
Fill in the missing numbers.
[IMG]
Does this number line show counting on by 10 or counting on by 100?
Fill in the missing numbers.
[IMG]
Does this number line show counting on by 10 or counting on by 100?
Fill in the missing numbers.
[IMG]
Does this number line show counting on by 10 or counting on by 100?
Fill in the missing numbers to show counting on by 10.
739, 749, __________, 769, __________
Explain how you can tell your numbers show counting on by 10 and not counting on by 100.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students find the missing numbers by counting by 1 instead of using patterns increasing by 10 or 100, consider asking:
“What digit is changing? Is it going up or down?”
“How can that help you figure out the count?”
Activity Synthesis
Invite a student to share their reasoning for _____, _____, 332, 342, 352.
“How did you figure out the starting number?” (I saw that it was going up by 10, so I knew I had to count back by 10 to find the starting numbers.)
Record responses with an open number line and equations.


correct_option_index: 6