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)


Mathematical concept/skill options: 
A. Reason with shapes and their attributes.
B. Understand similarity in terms of similarity transformations.
C. Use coordinates to prove simple geometric theorems algebraically.
D. Translate between the geometric description and the equation for a conic section.
E. Understand congruence and similarity using physical models, transparencies, or geometry software.
F. Analyze, compare, create, and compose shapes.
G. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
H. Understand congruence in terms of rigid motions.
I. Classify two-dimensional figures into categories based on their properties.
J. Draw, construct, and describe geometrical figures and describe the relationships between them.
K. Explain volume formulas and use them to solve problems.
L. Prove theorems involving similarity.
M. Prove geometric theorems.
N. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
O. Define trigonometric ratios and solve problems involving right triangles.
P. Apply trigonometry to general triangles.
Q. Visualize relationships between two-dimensional and three-dimensional objects.
R. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
S. Make geometric constructions.
T. Apply geometric concepts in modeling situations.
U. Solve real-world and mathematical problems involving area, surface area, and volume.
V. Graph points on the coordinate plane to solve real-world and mathematical problems.
W. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
X. Understand and apply theorems about circles.
Y. Understand and apply the Pythagorean Theorem.
Z. Experiment with transformations in the plane.
AA. Find arc lengths and areas of sectors of circles.


Your response:
Thought: This activity asks students to reason how shapes can combine to make other shapes.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_lesson_009431

1
options: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Extend the properties of exponents to rational exponents.

Perform operations on vectors.

Use complex numbers in polynomial identities and equations.

Represent complex numbers and their operations on the complex plane.

Use properties of rational and irrational numbers.

Perform arithmetic operations with complex numbers.

Reason quantitatively and use units to solve problems.

Perform operations on matrices and use matrices in applications.

Represent and model with vector quantities.

Compute fluently with multi-digit numbers and find common factors and multiples.
problem_activity: Activity
The purpose of this activity is for students to use the four operations on rational numbers solve real-world problems. Monitor for students who solved the problem using different representations and approaches.
Launch
Arrange students in groups of 2–4. Given them 4 minutes of quiet work time, followed by small group and then whole-class discussion.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their strategy. For example, “First, I _____ because _____. Then, I…,” “I noticed _____ so I…” and “I tried _____ and what happened was…”
Supports accessibility for: Language; Social-emotional skills
Reading: MLR6 Three Reads.
Use this routine to support reading comprehension of this word problem, without solving it for students. In the first read, students read the problem with the goal of comprehending the situation (e.g., A utility company charges for energy use.). In the second read, ask students to identify the quantities and relationships, without focusing on specific values. Listen for, and amplify, the quantities that vary in relation to each other in this situation: electricity used, in kilowatt-hours; amount spent on electricity used, in dollars; electricity generated and not used, in kilowatt-hours; amount credited for electricity generated and not used, in dollars. Invite students to draw a diagram to represent the relationships among these quantities. After the third read, ask students to brainstorm possible strategies to answer the questions. This helps students connect the language in the word problem and the reasoning needed to solve the problem, maintaining the intended level of cognitive demand in the task.
Design Principle(s): Support sense-making​
Student Facing
A utility company charges
$
0.12 per kilowatt-hour for energy a customer uses. They give a credit of
$
0.025 for every kilowatt-hour of electricity a customer with a solar panel generates that they don't use themselves.
A customer has a charge of
$
82.04 and a credit of -
$
4.10 on this month's bill.
What is the amount due this month?
How many kilowatt-hours did they use?
How many kilowatt-hours did they generate that they didn't use themselves?
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?
Find the value of the expression without a calculator.
\((2)(\text-30)+(\text-3)(\text-20)+(\text-6)(\text-10) -(2)(3)(10)\)
Write an expression that uses addition, subtraction, multiplication, and division and only negative numbers that has the same value.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select students to share their solution. Help them make connections between different solution approaches.


correct_option_index: 0