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)


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
D. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
E. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Your response, in json format:
{
  "explanation": "This activity involves geometric figures, specifically three-dimensional shapes.",
  "answer": "A"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_lesson_009431

1
options: Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
problem_activity: Activity
One purpose of this activity is to practice seeing the total length of a segment as the sum of its pieces, and using the whole side length of a rectangle to express its area. Another is to generate examples of equivalent expressions, and understand why they are equivalent based on an understanding of area and the distributive property.
Monitor for students who write different but equivalent expressions to represent the area of a rectangle. For example,
\(2(t+5+t)\)
,
\(2t+10+2t\)
, and
\(4t+10\)
for figure B.
Student Facing
Complete the table with the length, width, and area of each rectangle.
[IMG]
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "rectangle"}, {"_attributes": {"scope": "col"}, "_value": "length (units)"}, {"_attributes": {"scope": "col"}, "_value": "width (units)"}, {"_attributes": {"scope": "col"}, "_value": "area (square units)"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "A"}, {"span": [{"_attributes": {"class": ["math", "math-repaired"]}, "_value": "\\(a+4\\)"}]}, {}, {}]}, {"td": [{"_value": "B"}, {}, {"_value": "2"}, {}]}, {"td": [{"_value": "C"}, {}, {}, {}]}, {"td": [{"_value": "D"}, {}, {}, {}]}, {"td": [{"_value": "E"}, {}, {}, {}]}]}]}]}
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
Invite previously-selected students to share different but equivalent expressions for length and area. (Reassure students that it doesn’t matter which side is considered the length or the width.) If any students express confusion over a response, encourage the student who came up with the response to explain. For example, a student might wonder why
\(a+a+a\)
can be expressed as
\(3a\)
.
Display the table from the task statement for all to see, and write any equivalent expressions that are mentioned next to each other. For example, for the area of figure A, you might write
\(5(a+4)\)
,
\((4+a) \boldcdot 5\)
, and
\(5a+20\)
. Show in the figure how you can see
\(5(a+4)\)
(the product of one side and the other whole side) and
\(5a+20\)
(the area of each smaller rectangle, added up). Emphasize that all of these expressions correctly represent the area of the whole figure, and highlight use of the distributive property where it occurs.


correct_option_index: 9