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: Use functions to model relationships between quantities.

Construct and compare linear and exponential models and solve problems.

Prove and apply trigonometric identities.

Build a function that models a relationship between two quantities.

Define, evaluate, and compare functions.

Understand the concept of a function and use function notation.

Extend the domain of trigonometric functions using the unit circle.

Model periodic phenomena with trigonometric functions.

Analyze functions using different representations.

Interpret functions that arise in applications in terms of the context.

Interpret expressions for functions in terms of the situation they model.

Build new functions from existing functions.
problem_activity: Problem 1
A rectangular garden has a width of
$$x$$
feet. The length of the garden is
$$4$$
feet longer than the width. Around the garden there is a pathway that measures
$$3$$
feet across the path.
[IMG]
The expression below represents the area of the pathway, not including the garden.
$$(x+6)(x+10)-x(x+4)$$
Explain what each part of the expression represents in context of the situation.
a.
$$x$$
b.
$$x+4$$
c.
$$x+10$$
d.
$$x(x+4)$$
e.
$$(x+6)(x+10)$$
Problem 2
An artist has a strip of wood
$$8$$
feet long to make a large rectangular picture frame. The possible dimensions of the frame that the artist can create can be represented as
$$x$$
and
$$4-x$$
, as seen in the diagram below.
[IMG]
What is the largest area the artist can frame with the
$$8$$
feet of wood?


correct_option_index: 8