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: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
problem_activity: Warm-up
This activity encourages students to notice characteristics of scale drawings by observing examples and counterexamples, and to articulate what a scale drawing is. Though students are not expected to come up with precise definitions, they are likely able to intuit that scale drawings are accurate two-dimensional depictions of what they represent, in the sense that all shapes, arrangements of parts, and relative sizes match those of the actual objects.
Expect student observations about scale drawings to be informal and not mathematical. For example, they might say that a scale drawing looks just like the object it is portraying, with the parts shown having the right size and being in the right places in the drawing. Or that in a scale drawing, a smaller part in the actual object does not end up being larger in the drawing.
Like any mathematical model of a real situation, a scale drawing captures some important aspects of the real object and ignores other aspects. It may not be apparent to students that scale drawings prioritize features of one plane of the object (and sometimes features of other planes parallel to it) and ignore other surfaces and dimensions. Notice students who show insights around this idea so they can share later.
Launch
Arrange students in groups of 2. Before students look at the materials, poll the class to find out who has seen scale drawings. Ask a few students who are familiar with them to give a couple of examples of scale drawings they have seen. Then, give students 2 minutes to observe the examples and counterexamples of scale drawings and discuss in groups what they think a scale drawing is.
Student Facing
Here are some drawings of a school bus, a quarter, and the subway lines around Boston, Massachusetts. The first three drawings are
scale drawings
of these objects.
[IMG]
The next three drawings are
not
scale drawings of these objects.
[IMG]
Discuss with your partner what a scale drawing is.
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 characterize scale drawings, offer prompts to encourage them to look closer. For example, ask: “How do the shapes and sizes of the objects in the drawings compare to those of the actual objects?” Students may say that sizes of the objects in the scale drawings are smaller than those of the actual objects. Ask them if any parts of the scale drawings are distorted, compared to the actual object—ask them to focus on the two images of the quarter, one of which is circular in shape while the other is not.
Activity Synthesis
Ask a few students to share what they noticed about characteristics of scale drawings and to compare and contrast scaled copies and scale drawings. Discuss questions such as the following. Record common themes and helpful descriptions.
What do the examples have or show that the counterexamples do not?
How are scale drawings like scaled copies you saw in earlier lessons? How are they different than scaled copies?
What aspects of the bus, coin, and the city of Boston do the scale drawings show? What aspects of the actual objects do scale drawings
not
show?
Notice misconceptions, but it is not necessary to address them right away, as students’ understanding will be shaped in this and upcoming lessons. Tell students that they will continue to analyze scale drawings and revise their definitions in upcoming activities.


correct_option_index: 0