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: Use equivalent fractions as a strategy to add and subtract fractions.

Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

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

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
The purpose of this activity is for students to use a method of their choice, likely multiplication or division, to solve a contextual problem about equal sharing of the longest noodle ever made. The numbers in this activity are larger than the numbers students have worked with in previous lessons on division. Students estimate the number of feet of noodle each person ate at the record breaking event. The numbers and context were chosen to encourage students to consider what they know about the meaning of division, to make a reasonable estimate, and to reason about the meaning of the quotient in the context of the situation presented (MP2).
Monitor and select students with the following strategies to share in the synthesis:
Students use multiplication or division to estimate that each person will get about 25 feet of noodle.
Students can explain why 25 feet of noodle for each person is a low estimate.
Launch
“What kind of noodles do you like to eat?” (ramen, spaghetti, fettucini, chicken noodle soup)
30 seconds: partner discussion
“About how long is one of the noodles you like to eat?” (about 1 foot long)
Groups of 2
Activity
5 minutes: independent work time
5 minutes: partner discussion
As students work, consider asking “What do the numbers in your calculations mean, in terms of the situation?”
Student Facing
A Chinese food company cooked a single noodle measuring about 10,119 ft. It served 400 people.
If the noodle was shared equally, estimate how many feet of noodle each person was served.
Is your estimate lower or higher than the actual length of noodle each person ate? Explain your reasoning without calculating the actual length.
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
Ask selected students to share in the given order (or use the provided student solutions if needed).
“How are the methods for estimating the amount of noodle each person gets the same?”(They both start by giving each person 10 feet of noodle. Then they give more until they have both given 25 feet to each person. They both find multiples of 400.)
“How are they different?” (One thinks of the process as division and one uses just multiplication.)
“How do you know the estimate of 25 feet is too low?” (Because there was still some of the noodle left. There are 119 feet left over.)


correct_option_index: 2