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)


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: Use square root and cube root symbols to represent solutions to equations of the form x^(2) = p and x^(3) = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that Ö2 is irrational.

Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^(2) × 3^(–5) = 3^(–3) = 1/3^(3) = 1/27.

Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
problem_activity: Activity
Students extend their understanding of exponents to include negative exponents and explain patterns in the placements of the decimal point when a decimal is multiplied by 10 or
\(\frac{1}{10}\)
. Students use repeated reasoning to recognize that negative powers of 10 represent repeated multiplication by
\(\frac{1}{10}\)
and generalize to the rule
\(10^{\text- n} = \frac{1}{10^n}\)
(MP8).
A table is used to show different representations of decimals, fractions, and exponents. The table is horizontal to mimic the structure of decimals. As students work, notice the strategies they use to go between the different representations of the given powers of 10. Ask students who use contrasting strategies to share later.
Launch
Tell students to complete the table one row at a time to see the patterns most clearly. Ask a student to read the first question aloud. Select a student to explain the idea of a “multiplier” in this context. Give students 5–7 minutes to work. Follow with a whole-class discussion.
Student Facing
Complete the table to explore what negative exponents mean.
[IMG]
As you move toward the left, each number is being multiplied by 10. What is the multiplier as you move right?
How does a multiplier of 10 affect the placement of the decimal in the product?  How does the other multiplier affect the placement of the decimal in the product?
Use the patterns you found in the table to write
\(10^{\text -7}\)
as a fraction.
Use the patterns you found in the table to write
\(10^{\text -5}\)
as a decimal.
Write
\(\frac{1}{100,000,000}\)
using a single exponent.
Use the patterns in the table to write
\(10^{\text -n}\)
as a fraction.
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
Some students may think that, for example,
\(\frac{1}{1,000,000} = 10^{\text-7}\)
because the number 1,000,000 has 7 digits. Ask these students if it is true that
\(\frac{1}{10} = 10^{\text-2}\)
.
Activity Synthesis
One important idea is that multiplying by 10 increases the exponent, thus multiplying by
\(\frac{1}{10}\)
decreases the exponent. So negative exponents can be thought of as repeated multiplication by
\(\frac{1}{10}\)
, whereas positive exponents can be thought of as repeated multiplication by
\(10\)
. Another key point is the effect that multiplying by 10 or
\(\frac{1}{10}\)
has on the placement of the decimal.
Ask students to share how they converted between fractions, decimals, and exponents. Record their reasoning for all to see. Here are some possible questions to consider for whole-class discussion:
“Do you agree or disagree? Why?”
“Did anyone think of this a different way?”
“In your own words, what does
\(10^{\text- 7}\)
mean? How is it different from
\(10^7\)
?”
Introduce the visual display for
\(10^{\text- n} = \frac{1}{10^n}\)
and display it for all to see throughout the unit. For an example that illustrates the rule, consider displaying
\(10^{\text- 3} = \frac{1}{10} \boldcdot \frac{1}{10} \boldcdot \frac{1}{10} = \frac{1}{10^3}\)
.
Representation: Internalize Comprehension.
Demonstrate and encourage students to use color coding and annotations to highlight connections. For example, annotate the patterns students notice to help synthesize how negative exponents can be thought of as repeated multiplication by
\(\frac{1}{10}\)
, whereas positive exponents can be thought of as repeated multiplication by
\(10\)
.
Supports accessibility for: Visual-spatial processing
Conversing, Representing, Writing: MLR2 Collect and Display.
During the whole-class discussion, capture the vocabulary and phrases students use to describe their strategies for converting between fractions, decimals, and exponents. Listen for students who make connections between repeated multiplication and the placement of the decimal point. Record this language onto a visual display that can be referenced in future discussions. This routine provides feedback to students that supports sense-making and increases meta-awareness of mathematical language.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 1