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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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: Understand ratio concepts and use ratio reasoning to solve problems.

Analyze proportional relationships and use them to solve real-world and mathematical problems.
problem_activity: Optional activity
In this activity, students measure lengths and determine possibilities for actual lengths. There are two layers of attending to precision (MP6) involved in this task:
Deciding how accurately the pencils can be measured, probably to the nearest mm or to the nearest 2 mm, but this depends on the eyesight and confidence of the student
Finding the possible percent error in the measurement chosen
Launch
Arrange students in groups of 2. Provide access to calculators. Give students 4–5 minutes of quiet work time, followed by partner and whole-class discussion.
Writing, Speaking: MLR8 Discussion Supports.
To support students as they respond to “How accurate are your estimates?”, provide a sentence frame such as: “My estimate is within ___ mm of the actual length because . . . ." Encourage students to consider what details are important to share and to think about how they will explain their reasoning using mathematical language. This will help students use mathematical language as they justify the accuracy of their estimates.
Design Principle(s): Optimize output (for explanation)
Student Facing
[IMG]
Estimate the length of each pencil.
How accurate are your estimates?
For each estimate, what is the largest possible percent error?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students may think that they can find an exact value for the length of each pencil. Because the pictures of the pencils are far enough away from the ruler, it requires a lot of care just to identify the “nearest” millimeter (or which two millimeter markings the length lies between). Prompt them to consider the error in their measurements by asking questions like, “Assuming you measured the pencil accurately to the nearest millimeter, what is the longest the actual length of the pencil could be? What is the shortest it could be?”
Some students may not remember how to calculate percent error. Ask them, “What is the biggest difference possible between the estimated and actual lengths? What percentage of the actual length would that be when the difference is as big as possible?”
Activity Synthesis
The goal of this discussion is for students to practice how they talk about precision.
Discussion questions include:
“How did you decide how accurately you can measure the pencils?” (I looked for a value that I was certain was less than the length of the pencil and a value that I was certain was bigger. My estimate was halfway in between.)
“Were you sure which mm measurement the length is closest to?” (Answers vary. Possible responses: Yes, I could tell that the short pencil is closest to 5.4 cm. No, the long pencil looks to be closest to 17.7 mm, but I’m not sure. I am sure it is between 17.6 cm and 17.8 cm.)
“Were the percent errors the same for the small pencil and for the long pencil? Why or why not?” (No. I was able to measure each pencil to within 1 mm. This is a
smaller
percentage of the longer pencil length than it is of the smaller pencil length.)
Other possible topics of conversation include noting that the level of accuracy of a measurement depends on the measuring device. If the ruler were marked in sixteenths of an inch, we would only be able to measure to the nearest sixteenth of an inch. If it were only marked in cm, we would only be able to measure to the nearest cm.


correct_option_index: 1