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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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)


Standard options: 
A. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
B. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
C. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)


Your response, in json format:
{
  "explanation": "This activity asks students to compose three-dimensional shapes, using geoblocks, to create composite shapes.",
  "answer": "C"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_lesson_009431

1
options: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
problem_activity: Task
Unlike many elections for public office where a person is elected strictly based on the results of a popular vote (i.e., the candidate who earns the most votes in the election wins), in the United States, the election for President of the United States is determined by a process called the Electoral College.  According to the National Archives, the process was established in the United States Constitution "as a compromise between election of the President by a vote in Congress and election of the President by a popular vote of qualified citizens." (http://www.archives.gov/federal-register/electoral-college/about.html accessed September 4, 2012).
Each state receives an allocation of electoral votes in the process, and this allocation is determined by the number of members in the state's delegation to the US Congress.  This number is the sum of the number of US Senators that represent the state (always 2, per the Constitution) and the number of Representatives that represent the state in the US House of Representatives (a number that is directly related to the state's population of qualified citizens as determined by the US Census). Therefore the larger a state's population of qualified citizens, the more electoral votes it has.  Note: the District of Columbia (which is not a state) is granted 3 electoral votes in the process through the 23rd Amendment to the Constitution.
The following table shows the allocation of electoral votes for each state and the District of Columbia for the 2012, 2016, and 2020 presidential elections. (http://www.archives.gov/federal-register/electoral-college/allocation.html accessed September 4, 2012).
[IMG]
Which state has the most electoral votes?  How many votes does it have?
Based on the given information, which state has the second highest population of qualified citizens?
Here is a dotplot of the distribution.
[IMG]
What is the shape of this distribution: skewed left, symmetric, or skewed right?
Imagine that someone you are speaking with is unfamiliar with these shape terms. Describe clearly and in the context of this data set what the shape description you have chosen means in terms of the distribution.
Does the dotplot lead you to think that any states are outliers in terms of their number of electoral votes? Explain your reasoning, and if you do believe that there are outlier values, identify the corresponding states.
What measure of center (mean or median) would you recommend for describing this data set? Why did you choose this measure?
Determine the value of the median for this data set (electoral votes).


correct_option_index: 1