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

Prove geometric theorems.

Make geometric constructions.

Understand similarity in terms of similarity transformations.

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

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

Apply geometric concepts in modeling situations.

Reason with shapes and their attributes.

Find arc lengths and areas of sectors of circles.

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

Define trigonometric ratios and solve problems involving right triangles.

Understand and apply the Pythagorean Theorem.

Explain volume formulas and use them to solve problems.

Analyze, compare, create, and compose shapes.

Experiment with transformations in the plane.

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

Apply trigonometry to general triangles.

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

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

Understand congruence in terms of rigid motions.

Prove theorems involving similarity.

Understand and apply theorems about circles.

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

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

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Use coordinates to prove simple geometric theorems algebraically.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
problem_activity: Activity
In this activity, students use different solid figures to estimate an upper and lower bound for the volume of a hemisphere. For the upper bound, the hemisphere fits snugly inside a cylinder whose height and radius are equal to the radius of the hemisphere. For the lower bound, the cone fits snugly inside the hemisphere, and its radius and height also equal the radius and height of the hemisphere.
Select students who use the reasoning from the first problem to assist them in answering the second problem to share during the Activity Synthesis. For example, since the cylinder and cone have the same dimensions, the volume of the cone must be
\(\frac13\)
that of the cylinder.
Launch
Keep students in the same groups. Display the image of a hemisphere of radius 5 that fits snugly inside a cylinder of the same radius and height.
[IMG]
Ask “How does the hemisphere affect the height of the cylinder?” and then give students one minute of quiet think time, then one minute to discuss their response with a partner. Ask partners to share their responses. If not mentioned by students, point out that the height of the cylinder is equal to the radius of the hemisphere.
Give students work time for the activity followed by a whole-class discussion.
Representation: Internalize Comprehension.
Provide examples of actual 3-D models of cylinders, hemispheres, and cones for students to view or manipulate. Ask students to use the 3-D models and the volumes calculated in each question to estimate the volume of the hemisphere.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Student Facing
A hemisphere with radius 5 units fits snugly into a cylinder of the same radius and height.
[IMG]
Calculate the volume of the cylinder.
Estimate the volume of the hemisphere. Explain your reasoning.
A cone fits snugly inside a hemisphere, and they share a radius of 5.
[IMG]
What is the volume of the cone?
Estimate the volume of the hemisphere. Explain your reasoning.
Compare your estimate for the hemisphere with the cone inside to your estimate of the hemisphere inside the cylinder. How do they compare to the volumes of the cylinder and the cone?
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?
Estimate what fraction of the volume of the cube is occupied by the pyramid that shares the base and a top vertex with the cube, as in the figure.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students may not realize that the radius of the hemisphere determines the height of the cone and cylinder. If students struggle with identifying the needed information, remind them of the previous activity in which the radius of the cylinder was also the height of the box (rectangular prism). Ask students how that can help them determine the dimensions of the cone or cylinder.
Activity Synthesis
Ask previously identified students to share their responses to the first two problems. Draw attention to any connections made between the two problems.
The purpose of this discussion is for students to recognize how the upper and lower bounds for the volume of a hemisphere are established by the cylinder and cone. Consider asking the following question:
“What do the volumes of the cone and cylinder tell us about the volume of the hemisphere?” (The volume of the hemisphere has to be between the two volumes.)
“Did anyone revise their original estimate for the hemisphere based on the calculation of the volume of the cone?” (Answers vary. If students estimated low values after calculating the volume of a cylinder, some may have needed to adjust their estimates.)
“Compare the equations for volume of a cylinder and cone where radius and height are equal. If the volume of the hemisphere has to be between these two, what might an equation for the volume of a hemisphere look like?” (Cylinder volume:
\(V=\pi r^3\)
; Cone volume:
\(V= \frac 13 \pi r^3\)
. A possible hemisphere volume might be the average of these two, or
\(V= \frac 23 \pi r^3\)
.)
Writing, Speaking, Listening: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to revise and refine their response to the last question. Ask students to meet with 2–3 partners in a row for feedback. Provide students with prompts for feedback that will help them to strengthen their ideas and clarify their language (e.g., “Why do you think…?”, “How did you compare the volume of the two shapes?”, and “How does the first/second question help?”, etc.). Students can borrow ideas and language from each partner to strengthen their final version.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 24