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: Define, evaluate, and compare functions.

Build a function that models a relationship between two quantities.

Construct and compare linear and exponential models and solve problems.

Model periodic phenomena with trigonometric functions.

Extend the domain of trigonometric functions using the unit circle.

Prove and apply trigonometric identities.

Understand the concept of a function and use function notation.

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

Use functions to model relationships between quantities.

Build new functions from existing functions.

Analyze functions using different representations.

Interpret expressions for functions in terms of the situation they model.
problem_activity: Activity
In this activity, students practice constructing an exponential function and evaluating it at a fractional input value as they translate between decades and years. They also think about how to express a percent increase over a fractional interval of input—specifically, how to express the annual growth rate of a population given the growth rate for one decade. They analyze and articulate why the growth rate for one year is
not
one tenth of that of one decade (MP3).
Launch
Tell students that, as of 2017, Nigeria is the seventh-most populous country in the world. It has grown at a fairly steady (and relatively high) rate since 1980.
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to orient students to the language of exponential functions in context. Ask students to keep their books or devices closed, and display only the image of the map and the problem statement, without revealing the questions that follow. Arrange students in groups of 2, and invite them to create a list of mathematical questions that could be asked about the situation.  Listen for and amplify questions about growth and decay factors, percent increase or decrease, fractional intervals, and comparisons of growth rates. Invite 2–3 groups to share their questions with the class.
Design Principle(s): Maximize meta-awareness; Support sense-making
Student Facing
[IMG]
In 1990, Nigeria had a population of about 95.3 million. By 2000, there were about 122.4 million people, an increase of about 28.4%. During that decade, the population can be reasonably modeled by an exponential function.
Express the population of Nigeria
\(f(d)\)
, in millions of people,
\(d\)
decades since 1990.
Write an expression to represent the population of Nigeria in 1996.
A student said, “The population of Nigeria grew at a rate of 2.84% every year.”
Explain or show why the student’s statement is incorrect.
Find the correct annual growth rate. Explain or show your reasoning.
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
If students struggle to identify the input to their function where
\(d\)
is not an integer, remind them that there are 10 years in a decade. Then ask them how many decades is 6 years? What about one year?
Activity Synthesis
Focus the discussion on why the annual growth rate is not
\(\frac1{10}\)
of 28.4%. Consider asking students:
“Why might someone think the annual population growth rate is 2.84%?” (Because 28.4 divided by 10 is 2.84, and they assume that population was growing linearly, or by the same amount each year, rather than by the same factor each year.)
“How can we determine the growth factor for one year?” (We know that when the annual growth factor, say
\(b\)
, is raised to an exponent of 10, it must equal 1.284, or
\(b^{10} = 1.284\)
, so
\(b\)
must be
\(1.284^\frac{1}{10}\)
or
\(\sqrt[10]{1.284}\)
because raising that number to an exponent of 10 gives 1.284.)
“How do we express the factor as a growth rate? (
\(1.284^\frac{1}{10} \approx 1.0258\)
, so the growth rate is 2.58%.)
Representation: Internalize Comprehension.
Use color and annotations to illustrate student thinking. As students share their reasoning about the last question, scribe their thinking on a visible display. To illustrate why the growth factor for one year is not
\(\frac{1}{10}\)
of that of a decade, it may be helpful to return to a diagram that is configured like a double number line (especially if used in the last lesson). Use the double number line of years and decades to annotate and show the growth factor. When students explain that the growth factor for one decade is 1.284, draw an arrow across the decade line and label it
\(\boldcdot 1.284\)
. Then draw small arrows for the years labeled with
\(\boldcdot b\)
for each segment. Label the decade line with the corresponding equation. Encourage students to refer to the diagram when explaining why
\(b\)
is not one-tenth the growth rate of a decade. When students first explain the use of the fractional exponent to calculate the yearly population growth, label the line representing years with the corresponding equation.
Supports accessibility for: Visual-spatial processing; Conceptual processing


correct_option_index: 2