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

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

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

Perform operations on vectors.

Perform operations on matrices and use matrices in applications.

Represent and model with vector quantities.

Use properties of rational and irrational numbers.

Reason quantitatively and use units to solve problems.

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

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

Represent complex numbers and their operations on the complex plane.

Extend the properties of exponents to rational exponents.

Perform arithmetic operations with complex numbers.

Use complex numbers in polynomial identities and equations.
problem_activity: Activity
In this activity, students use long division to divide whole numbers whose quotient is not a whole number. Previously, students found the quotient of
\(62 \div 5\)
using base-ten diagrams and the partial quotients method. Because the long division is a particular version of the partial quotients method, and because students have been introduced to long division, they have the tools to divide whole numbers that result in a (terminating) decimal. In this activity, students evaluate and critique the reasoning of others (MP3).
Teacher Notes for IM 6–8 Accelerated
Adjust this activity to 15 minutes. Consider skipping the third and fourth sets of questions in this activity to save time for the next activity, where students will continue practicing these skills with problems where the dividend is a decimal.
Launch
Arrange students in groups of 2. Provide access to graph paper. Give students 7–8 minutes to analyze and discuss Lin’s work with a partner and then complete the second set of questions.
Pause to discuss students’ analyses and at least one of the division problems. Students should understand that, up until reaching the decimal point, long division works the same for
\(62 \div 5 = 12.4\)
as it does for
\(657 \div 3 = 219\)
. In
\(62 \div 5\)
, however, there is a remainder of 2 ones, and we need to convert to the next smaller place value (tenths), change the 2 ones into 20 tenths, and then divide these into 5 equal groups of 4 tenths.
Prepare students to do the last set of questions by setting up the long division of
\(5 \div 4\)
for all to see. Discuss the placement of the decimal point. Reiterate that we can write extra zeros at the end of the dividend, following the decimal point, so that remainders can be worked with. Have students work through this problem and the others. Follow with a whole-class discussion.
Representation: Access for Perception.
Display and read Lin’s method for calculating the quotient of
\(62 \div 5\)
aloud. Students who both listen to and read the information will benefit from extra processing time.
Supports accessibility for: Language; Conceptual processing
Student Facing
Here is how Lin calculated
\(62 \div 5\)
.
[IMG]
Discuss with your partner:
Lin put a 0 after the remainder of 2. Why? Why does this 0 not change the value of the quotient?
Lin subtracted 5 groups of 4 from 20. What value does the 4 in the quotient represent?
What value did Lin find for
\(62 \div 5\)
?
Use long division to find the value of each expression. Then pause so your teacher can review your work.
\(126 \div 8\)
\(90 \div 12\)
Use long division to show that:
\(5 \div 4\)
, or
\(\frac 54\)
, is 1.25.
\(4 \div 5\)
, or
\(\frac 45\)
, is 0.8.
\(1 \div 8\)
, or
\(\frac 18\)
, is 0.125.
\(1 \div 25\)
, or
\(\frac {1}{25}\)
, is 0.04.
Noah said we cannot use long division to calculate
\(10 \div 3\)
because there will always be a remainder.
What do you think Noah meant by “there will always be a remainder”?
Do you agree with him? Explain your reasoning.
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
Students may be perplexed by the repeating decimals in the last question and think that they have made a mistake. Ask them to compare their work with a partner’s, and then clarify during discussion that some decimals do repeat. Because this work comes into focus in grade 7, the goal here is simply for students to observe that not all decimals terminate.
Activity Synthesis
Focus the whole-class discussion on the third and fourth sets of questions. Ask a few students to show their long division for all to see and to explain their steps. Some ideas to bring to uncover:
Problems like
\(1 \div 25\)
are challenging because the first step is 0: there are
zero
groups of 25 in 1. This means that we need to introduce a decimal and put a 0 to the right of the decimal. But one 0 is not enough. It is not until we add the second 0 to the right of the decimal that we can find 4 groups of 25 in 100. Because we moved two places to the right of the decimal, these 4 groups are really
\(0.04\)
, which is the quotient of 1 by 25.
Problems like
\(1 \div 3\)
are not fully treated until grade 7. At this point, we can observe that the long division process will go on and on because there is always a remainder of 1.
Some questions to ask students that highlight these points include:
When you found
\(1 \div 8\)
, what was your first step? (I put a 0 above the dividend 1 and added a decimal because I cannot take any 8’s from 1.)
When you found
\(1 \div 25\)
, what were your first few steps? (I put a 0 above the dividend 1 and added a decimal because I cannot take any 25’s from 1. I needed to add another 0 to the right of the decimal because I still cannot take any 25’s from 10.)
Why do we not write 0’s in advance to the right of the decimal? (We do not know in advance if we will need these 0’s or how many of them we might need, so we usually write them as needed.)
Another valuable link to make is to connect the values for the decimals in Problem 4 to percentages. For example, the fact that
\(\frac{4}{5} = 0.8\)
means that
\(\frac{4}{5}\)
of a quantity is 80% of that quantity. Similarly
\(\frac{1}{25}\)
of a quantity is the same as 4% of that quantity.
Writing, Listening, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their written responses to the question, “Noah said we cannot use long division to calculate
\(10÷3\)
because there will always be a remainder. Do you agree or disagree with this statement?” Give students time to meet with 2–3 partners to share and get feedback on their responses. Provide listeners with prompts that will help their partners strengthen their ideas and clarify their language (e.g., “Can you explain why there is always a remainder?”, “What number always remains?”, and “Could you try to explain this using a different example?”). Give students 1–2 minutes to revise their writing based on the feedback they received.​ Communicating their reasoning with a partner will help students understand situations in which long division does not work
Design Principle(s): Optimize output (for explanation); Cultivate conversation


correct_option_index: 8