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, in json format:
{
  "explanation": "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: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand place value.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Understand the place value system.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Use place value understanding and properties of operations to add and subtract.

Extend the counting sequence.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
problem_activity: Narrative
The goal of this activity is to multiply numbers with no restrictions on the number of new units composed. Students first multiply a 3-digit number by a 1-digit number and a 3-digit number by a 2-digit number with no ones. They can then put these two results together to find the product of a 3-digit and 2-digit number with many carries. They then solve one more 3-digit and 2-digit example with no scaffold. Because these calculations have new units composed in almost every place value, students will need to locate and use the composed units carefully. It gives students a reason to attend to the features of their calculation and to use language precisely (MP6).
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Organization, Conceptual Processing
Launch
“You are going to find products with many new composed units. As you work, think carefully about where you place these values.”
Activity
8–10 minutes: independent work time
3–5 minutes: partner discussion
Monitor for students who use the results of the first two calculations to find the third, and for students who correctly compose all the new place values.
Student Facing
Find the value of each product using the standard algorithm.
\(647 \times 9\)
\(647 \times 50\)
\(647 \times 59\)
\(264 \times 38\)
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 the expression:
\(647 \times 59\)
.
“How did you use the first two calculations to help with the third problem?” (They gave me the two partial products for the product
\(647 \times 59\)
, so I just had to add them up.)
Invite students to share their responses for the last product, focusing on the newly composed units.


correct_option_index: 5