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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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: Apply and extend previous understandings of numbers to the system of rational numbers.

Represent and model with vector quantities.

Use complex numbers in polynomial identities and equations.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Perform operations on vectors.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Perform arithmetic operations with complex numbers.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Represent complex numbers and their operations on the complex plane.

Use properties of rational and irrational numbers.

Perform operations on matrices and use matrices in applications.

Extend the properties of exponents to rational exponents.

Compute fluently with multi-digit numbers and find common factors and multiples.

Reason quantitatively and use units to solve problems.
problem_activity: Activity
In this task, students explore division situations (in the context of baking cookies) where the number of groups and a total amount are given, but the size of 1 group is unknown. They write multiplication equations in which the missing factor answers the question “how much in each group?” instead of “how many groups?”
Students continue to use equations, diagrams, and the connection between multiplication and division in their reasoning. No grid is provided here, but allow students to use graph paper to support their diagram drawing if desired or needed.
As students work, monitor how they start their diagrams and which quantity they represent first. If they are not quite sure how to show a particular quantity, ask them to refer to earlier diagrams and notice how the number of groups, the size of each group, and the total amount were represented on a single diagram. Select students whose diagrams would be instructive to others to share later.
Launch
Arrange students in groups of 3–4. Give groups 5–6 minutes of quiet work time and 2 minutes to share their responses in their group. Provide access to geometry toolkits (especially graph paper and colored pencils).
Student Facing
To make 5 batches of cookies, 10 cups of flour are required. Consider the question: How many cups of flour does each batch require?
We can write equations and draw a diagram to represent this situation.
\(\displaystyle 5\, \boldcdot {?} = 10\)
\(\displaystyle 10 \div 5 = {?}\)
[IMG]
This helps us see that each batch requires 2 cups of flour.
For each question, write a multiplication equation and a division equation, draw a diagram, and find the answer.
To make 4 batches of cupcakes, it takes 6 cups of flour. How many cups of flour are needed for 1 batch?
To make
\(\frac12\)
batch of rolls, it takes
\(\frac54\)
cups of flour. How many cups of flour are needed for 1 batch?
Two cups of flour make
\(\frac23\)
batch of bread. How many cups of flour make 1 batch?
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
When writing multiplication equations, some students might simply use the smaller number as a factor and the larger number as the product. Or, when writing division equations, they might simply divide the larger number by the smaller number without attending to what the numbers mean. Encourage them to think about what the numbers represent. To help them see the connection between verbal statements and mathematical equations, support their reasoning with simple examples, e.g., “To make 2 batches of cookies, we need 6 cups of flour. How many cups are needed for 1 batch?” This can be interpreted as “2 groups of what equals 6?” and then
\(2 \boldcdot {?} = 6\)
.
Activity Synthesis
Select previously identified students to share their diagrams and reasoning, or display the ones here for all to see. If other students used alternative approaches, invite a couple of them to share.
[IMG]
[IMG]
To highlight some key ideas in this lesson and in the unit, discuss:
“How are these diagrams like those in previous lessons? How are they different?” (Alike: We can use them to show a total amount, the number of groups, the size of 1 group. Different: We don't know the value of 1 group here. In past diagrams, we were given the size of 1 group, but needed to find the number of groups.)
“How are these equations and the ones in previous lessons alike and different?” (Alike: The multiplication equations have one unknown factor. The division equations have the same setup. Different: The unknown factor here represents a different quantity than in past lessons.)
“How are the diagrams for the second and third questions different from the one in the first question?” (In the first one, the given amount is greater than the size of 1 batch. In the other two, the given amount is less than the size of 1 batch or is a fraction of a batch.)​
Representation: Internalize Comprehension.
Use color and annotations to illustrate connections between representations. As students share their diagrams and reasoning, use color and annotations to scribe their thinking on a display of each problem so that it is visible for all students.
Supports accessibility for: Visual-spatial processing; Conceptual processing


correct_option_index: 3