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 the relationship between numbers and quantities; connect counting to cardinality.

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
problem_activity: Narrative
The purpose of this activity is to notice the pattern that when 0 is added to a number, the number stays the same and the pattern that when 1 is added to a number, the total is the next number in the count sequence, or 1 more (MP7).
MLR2 Collect and Display.
Collect the language students use to describe what they notice about the value of the expressions when 0 and 1 are added. Display phrases such as: “When we add 0, the total is the same number that we started with, because nothing was added.” During the synthesis, invite students to borrow language from the display as needed.
Advances: Conversing, Reading
Representation: Internalize Comprehension.
Synthesis: Some students may benefit from reiterating the patterns of adding zero and adding one. Make a connection between the two patterns students should notice. For example, “When you add zero to any number you get the same number because adding zero is adding nothing”, “When you add one to any number the total is the next number in the count sequence, or one more.”
Supports accessibility for: Conceptual Processing, Organization
Launch
Groups of 2
Display student book
“Diego and Mai recorded their addition expressions and their values on this page. What do you notice? What do you wonder?” (They always added 1 or 0. Sometimes the first and last number are the same.)
30 seconds: quiet think time
1 minute: partner discussion
Share and record responses.
Activity
“Which expressions show that 0 were added?” (
\(4 + 0\)
,
\(2 + 0\)
, and
\(8 + 0\)
)
30 seconds: quiet think time
Share responses. Highlight or circle the expressions that show
\(+ 0\)
.
“When you played the game, what did you do when you had to add 0?” (Nothing. Zero means none so none were added.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“What do you notice about the value of the expressions when 0 are added?” (It stays the same.)
1 minute: quiet think time
1 minute: partner discussion
Share responses.
“When we add 0, the total is the same number that we started with, because nothing was added.”
Repeat the steps above with
\(+ 1\)
.
Student Facing
\(4 + 0\)
4
[IMG]
\(2 + 0\)
2
[IMG]
\(8 + 0\)
8
[IMG]
\(3 + 1\)
4
[IMG]
\(9 + 1\)
10
[IMG]
\(1 + 1\)
2
[IMG]
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
“
\(3 + 0\)
is how many?” (
\(3 + 0\)
is 3.)
“
\(2 + 0\)
is how many?” (
\(2 + 0\)
is 2.)
“How do you know that
\(2 + 0\)
is 2?” (Because we didn’t add any more, so the 2 stayed the same.)
Repeat with
\(2 + 1\)
.


correct_option_index: 0