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

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

Work with numbers 11–19 to gain foundations for 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.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand place value.

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 the place value system.

Extend the counting sequence.
problem_activity: Narrative
In this activity, students approach 10,000 by counting up in different ways. Each count ends by reaching 10,000. Students count by different amounts and describe patterns and relationships between numbers. The activity is designed to highlight familiar counting patterns as a way to support naming and writing multi-digit numbers. The final questions in the task ask students to consider the magnitude of each number in relation to 10,000.
When students count by large numbers and examine the counted numbers, they observe patterns in how the different digits in the numbers change (MP7).
Representation: Access for Perception.
Provide access to a variety of tools that students may use to approach the task. These might include: a class set of base-ten blocks, colored pencils to color-code place values or highlight the digit that changes, and a visual display reminding students of sketches they can make to represent numbers with thousands and ten-thousands.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Attention
Launch
Groups of 2
“Read the directions for problem 1 and share your understanding of the directions with a partner.”
“What questions do you have before we begin?”
Activity
5 minutes: independent work time
10 minutes: partner work time
As students work,
listen for how students say the numbers and support them in using place value understanding to say the numbers correctly.
look for use of extra digits when writing numbers (for example, students write 90,500 instead of 9,500) and support students with making the revisions by having them say the numbers.
Student Facing
Record each count in the given spaces. The first number has been recorded for you.
Count by 1,000
5,000 , _____________, _____________, _____________, _____________, _____________
Count by 100
9,500 , _____________, _____________, _____________, _____________, _____________
Count by 10
9,950 , _____________, _____________, _____________, _____________, _____________
Count by 1
9,995, _____________, _____________, _____________, _____________, _____________
Complete each statement:
Ten-thousand is 1 more than _____________.
Ten-thousand is 1,000 more than _____________.
Ten-thousand is 10 more than _____________.
Ten-thousand is 100 more than _____________.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students interpret the part a of the last problem to mean “name a number that is 10,000 more than 1,” consider clarifying by asking: “The number 10 is 1 more than what number?” and “The number 100 is 1 more than what number?” Then, restate the sentence in part a: “Ten-thousand is 1 more than what number?”
Activity Synthesis
“How is counting by 100 and 1,000 like counting by 1 and 10?” (When counting by thousands, only the thousands change. This is also the case when counting by ones, tens, and hundreds.)
Have students share their answers for the last problem.
Consider asking: “Who can restate what _____ shared?”
If needed, discuss the placement of the comma in each number.


correct_option_index: 3