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, in json format:
{
  "explanation": "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: 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.

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.

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

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.

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

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

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.

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.

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

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

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
problem_activity: Activity
The goal of this activity, and the two that follow, is for students to solve an equation in a real-world context while previewing some future work solving systems of equations. Here, students first make sense of the situation using a table of values describing the water heights of two tanks and then use the table to estimate when the water heights are equal. A key point in this activity is the next step: taking two expressions representing the water heights in two different tanks for a given time and recognizing that the equation created by setting the two expressions equal to one another has a solution that is the value for time,
\(t\)
, when the water heights are equal.
Launch
Give students 2–3 minutes to read the context and answer the first problem. Select students to share their answer with the class, choosing students with different representations of the situation if possible. Give 3–4 minutes for the remaining problems followed by a whole-class discussion.
Representation: Internalize Comprehension.
Represent the same information through different modalities by using diagrams. If students are unsure where to begin, suggest that they draw a diagram to help illustrate the information provided.
Supports accessibility for: Conceptual processing; Visual-spatial processing
Representing, Conversing: MLR2 Collect and Display.
To begin the whole-class discussion, give students the opportunity to discuss their solutions to the first question in groups of 3–4. Circulate through the groups and record language students use to describe what is happening in each tank. Listen for language related to rate of change, differences between rates, initial amounts of water, etc. If groups are stuck, consider asking, “What happens to the amount of water in Tank 1 (or 2) as time goes on?” and “Can you draw a picture of Tank 1 (or 2) at 5 minutes and then another picture at 10 minutes? What do you notice?” Post the collected language in the front of the room so that students can refer to it throughout the rest of the activity and lesson. This will help students talk about the relationship between the two tanks prior to being asked to find the time when they are equal.
Design Principle(s); Maximize meta-awareness
Student Facing
The amount of water in two tanks every 5 minutes is shown in the table.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "time (minutes)"}, {"_attributes": {"scope": "col"}, "_value": "tank 1 (liters)"}, {"_attributes": {"scope": "col"}, "_value": "tank 2 (liters)"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "0"}, {"_value": "25"}, {"_value": "1000"}]}, {"td": [{"_value": "5"}, {"_value": "175"}, {"_value": "900"}]}, {"td": [{"_value": "10"}, {"_value": "325"}, {"_value": "800"}]}, {"td": [{"_value": "15"}, {"_value": "475"}, {"_value": "700"}]}, {"td": [{"_value": "20"}, {"_value": "625"}, {"_value": "600"}]}, {"td": [{"_value": "25"}, {"_value": "775"}, {"_value": "500"}]}, {"td": [{"_value": "30"}, {"_value": "925"}, {"_value": "400"}]}, {"td": [{"_value": "35"}, {"_value": "1075"}, {"_value": "300"}]}, {"td": [{"_value": "40"}, {"_value": "1225"}, {"_value": "200"}]}, {"td": [{"_value": "45"}, {"_value": "1375"}, {"_value": "100"}]}, {"td": [{"_value": "50"}, {"_value": "1525"}, {"_value": "0"}]}]}]}]}
Describe what is happening in each tank. Either draw a picture, say it verbally, or write a few sentences.
Use the table to estimate when the tanks will have the same amount of water.
The amount of water (in liters) in tank 1 after
\(t\)
minutes is
\(30t + 25\)
. The amount of water (in liters) in tank 2 after
\(t\)
minutes is
\( \text-20t + 1000\)
. Find the time when the amount of water will be equal.
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
The purpose of this discussion is to elicit student thinking about why setting the two expressions in the task statement equal to one another is both possible and a way to solve the final problem.
Consider asking the following questions:
“What does
\(t\)
represent in the first expression? The second?” (In each expression,
\(t\)
is the time in minutes since the tank’s water level started being recorded.)
“After we substitute a time in for
\(t\)
and simplify one of the expressions to be a single number, what does that number represent? What units does it have?” (The number represents the amount of liters in the water tank.)
“How accurate was your estimate about the water heights using the table?” (My estimate was within a few minutes of the actual answer.)
“If you didn’t know which expression in the last problem belonged to which tank, how could you figure it out?” (One of the expressions is increasing as
\(t\)
increased, which means it must be Tank 1. The other is decreasing as
\(t\)
increases, so it must be Tank 2.)
“How did you find the time the two water heights were equal using the expressions?” (Since each expression gives the height for a specific time,
\(t\)
, and we want to know when the heights are equal, I set the two expressions equal to each other and then solved for the
\(t\)
-value that made the new equation true.)


correct_option_index: 6