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)


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: Understand ratio concepts and use ratio reasoning to solve problems.

Analyze proportional relationships and use them to solve real-world and mathematical problems.
problem_activity: Problem 1
Robb’s Fruit Farm consists of 100 acres on which three different types of apples grow. On 25 acres, the farm grows Empire apples. Macintosh apples grow on 30 acres of the farm. The remainder of the farm grows Fuji apples.
Shade in the grid below to represent the portion of the farm each apple type occupies. Use a different color or pattern for each type of apple. What percent of the fruit farm is taken up by each type of apple? Fill in the table below.
[IMG]
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "table-layout: fixed; width: 100%;"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "Type of Apple"}, {"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "Color in Grid"}, {"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "Part:Whole Ratio"}, {"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "Rate per 100 Acres"}, {"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "% of Fruit Farm"}]}]}], "tbody": [{"tr": [{"td": [{}, {}, {}, {}, {}]}, {"td": [{}, {}, {}, {}, {}]}, {"td": [{}, {}, {}, {}, {}]}]}]}]}
Problem 2
Adam’s Fruit Farm also has 100 acres, but he grows more than just apples. Oranges take up 60 acres of his farm.
What percent of Adam’s farm is oranges? What percent is not oranges? Draw a 10x1 tape diagram to model the situation.
Problem 3
Represent the values of the following coins as percentages of $1 on the double number line.
dime
quarter
half-dollar
[IMG]
Problem 4
What percent of a dollar is the value of:
3 quarters?
6 quarters?
9 quarters?
Show your work using a double number line.


correct_option_index: 0