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
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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)


Standard options: 
A. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
B. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
C. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)


Your response, in json format:
{
  "explanation": "This activity asks students to compose three-dimensional shapes, using geoblocks, to create composite shapes.",
  "answer": "C"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_lesson_009431

1
options: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
problem_activity: Activity
In this activity, each group is assigned a situation for which they will design and perform a simulation to estimate the probability. Students will give a short presentation on the methods and results of their simulation for the class after they have designed and run the simulation. Students will need to attend to precision (MP6) as well as present arguments (MP3) for the simulation method they chose. At this stage, students have experienced a large number of simulation methods and should be able to design their own to represent the situations using the appropriate tools (MP5).
Launch
Arrange students in groups of 3. Assign each group a question slip from the blackline master. Provide access to number cubes, compasses, protractors, rulers, paper bags, colored snap cubes, scissors, and coins. Give students 15 minutes for group work followed by a whole-class discussion.
Student Facing
Your teacher will give your group a paper describing a situation.
Design a simulation that you could use to estimate a probability. Show your thinking. Organize it so it can be followed by others.
Explain how you used the simulation to answer the questions posed in the situation.
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
Ask each group to share their situation, their method of simulating the situation, and their results. Students should explain why their chosen method works to simulate the situation they were given. In particular, all important outcomes should be represented with the same probability as stated in the situation.
If all groups that have the same situation use the same simulation method, ask for ideas from the class about alternate methods that could be used for the situation.
For reference, the computed probabilities for each situation are:
\(\frac{5}{32} \approx 0.16\)
\(\frac{1}{64} \approx 0.02\)
\(\frac{59049}{100000} \approx 0.59\)
\(\frac{2072}{3125} \approx 0.66\)
\(\frac{181}{3125} \approx 0.06\)
Representation: Internalize Comprehension.
Use color and annotations to illustrate student thinking. As students show their representations of simulations and explain their reasoning, use color and annotations to scribe their thinking on a display of each problem so that it is visible for all students.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Listening, Speaking: MLR8 Discussion Supports.
To help students explain why their chosen method works, provide sentence frames such as: “This simulation was designed so that . . .” and “The simulation and the actual event have the same probabilities because . . . .” As partners are sharing, encourage the listener to press for more explanation by asking: “Can you explain why the probabilities of the simulation and actual event match?” or “Is there another simulation that could provide the same probability?” This will help students practice justifying their simulation from their interpretation of the situation.
Design Principle(s): Maximize meta-awareness; Cultivate conversation


correct_option_index: 3