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: Translate between the geometric description and the equation for a conic section.

Visualize relationships between two-dimensional and three-dimensional objects.

Reason with shapes and their attributes.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Apply trigonometry to general triangles.

Find arc lengths and areas of sectors of circles.

Analyze, compare, create, and compose shapes.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Understand congruence in terms of rigid motions.

Understand similarity in terms of similarity transformations.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Use coordinates to prove simple geometric theorems algebraically.

Experiment with transformations in the plane.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Define trigonometric ratios and solve problems involving right triangles.

Prove geometric theorems.

Classify two-dimensional figures into categories based on their properties.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Apply geometric concepts in modeling situations.

Prove theorems involving similarity.

Make geometric constructions.

Understand and apply theorems about circles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand and apply the Pythagorean Theorem.

Explain volume formulas and use them to solve problems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
problem_activity: Narrative
The purpose of this activity is to introduce the language of
a half of
and
a fourth of
a
shape. Students begin by applying the language of halves and fourths, or quarters, to partition each shape. Students are asked to describe “how much” of each shape is shaded to elicit a variety of responses that include half, fourth, or quarter, including the phrases “of the square” or “of the circle.” Monitor for a variety of words and phrases to share in the synthesis including:
phrases that reference the pieces only (“one piece”).
phrases that reference that some, but not all of the shape is shaded (“part of it,” “a little bit”)
phrases that name the pieces (“a half,” “a fourth,” “a quarter”)
phrases that name the pieces in reference to the whole shape (“a half of the square,” “a fourth of the circle”)
All responses should be shared and compared in the synthesis to help build students understanding of the new vocabulary and the concept of fractional pieces of a whole (MP6).
Required Materials
Materials to Gather
Colored pencils or crayons
Launch
Groups of 2
Give students access to colored pencils or crayons.
Activity
Read the task statement.
2 minutes: independent work time.
2 minutes: partner discussion
Monitor for a range of ways to describe the amount shaded such as “some is shaded,” “one piece of the square is shaded,” “one out of two pieces is shaded,” or “a half is shaded.”
Student Facing
Split the square into halves.
[IMG]
Color in one of the halves.
How much of the square is colored in?
Split the circle into fourths.
[IMG]
Color in one of the fourths.
How much of the circle is colored in?
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
Invite previously identified students to share for each problem. Sequence the students in the order described in the narrative.
“One piece of a shape split into two pieces that are the same size is called
a half
. One piece of a shape split into four pieces that are the same size is called
a fourth
.”
For each shape, invite students to describe how much is colored in. (A half of the square is colored in. A fourth of the circle is colored in.)


correct_option_index: 2