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: Explain volume formulas and use them to solve problems.

Find arc lengths and areas of sectors of circles.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand and apply the Pythagorean Theorem.

Understand similarity in terms of similarity transformations.

Understand and apply theorems about circles.

Classify two-dimensional figures into categories based on their properties.

Reason with shapes and their attributes.

Visualize relationships between two-dimensional and three-dimensional objects.

Solve real-world and mathematical problems involving area, surface area, and volume.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Use coordinates to prove simple geometric theorems algebraically.

Prove theorems involving similarity.

Apply trigonometry to general triangles.

Define trigonometric ratios and solve problems involving right triangles.

Experiment with transformations in the plane.

Prove geometric theorems.

Analyze, compare, create, and compose shapes.

Apply geometric concepts in modeling situations.

Make geometric constructions.

Understand congruence in terms of rigid motions.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Translate between the geometric description and the equation for a conic section.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Understand congruence and similarity using physical models, transparencies, or geometry software.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
problem_activity: Task
Janine is planning on creating a water-based centerpiece for each of the 30 tables at her wedding reception. She has already purchased a cylindrical vase for each table. The radius of the vases is 6 cm and the height is 28 cm. She intends to fill them half way with water and then add a variety of colored marbles until the waterline is approximately three-quarters of the way up the cylinder. She can buy bags of 100 marbles in 2 different sizes, with radii of 9 mm or 12 mm. A bag of 9 mm marbles costs \$3 and a bag of 12 mm marbles costs \$4.
If Janine only bought 9 mm marbles how much would she spend on marbles for the whole reception? What if Janine only bought 12 mm marbles? (Note: $1\text{ cm}^3 = 1\text{ ml}$)
Janine's parents, who are paying for the wedding, have told her she can spend at most $d$ dollars on marbles.  Write a system of equalities and/or inequalities that she can use to determine how many marbles of each type she can buy.
Based on your answer to part (b), how many bags of each size marble should Janine buy if she has \$180 and wants to mix in as many small marbles as possible.


correct_option_index: 0