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)


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:
C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_lesson_009431

1
options: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
problem_activity: Task
Your teacher was just awarded \$1,000 to spend on materials for your classroom.  She asked all 20 of her students in the class to help her decide how to spend the money.  Think about which supplies will benefit the class the most.
|                                                    Supplies                                                    | Cost  |
|----------------------------------------------------------------------------------------------------------------|-------|
|                                              A box of 20 markers                                               |  \$5  |
|                                              A box of 100 crayons                                              |  \$8  |
|                                              A box of 60 pencils                                               |  \$5  |
|                                     A box of 5,000 pieces of printer paper                                     | \$40  |
|                                      A package of 10 pads of lined paper                                       | \$15  |
|                                    A box of 50 pieces of construction paper                                    | \$32  |
|                                                 Books and maps                                                 |       |
|                                        A set of 20 books about science                                         | \$250 |
|                                       A set of books about the 50 states                                       | \$400 |
|                                   A story book (there are 80 to choose from)                                   |  \$8  |
| A map: there is one of your city, one for every state, one of the country, and one of the world to choose from | \$45  |
|                                               Puzzles and games                                                |       |
|                                     Puzzles (there are 30 to choose from)                                      | \$12  |
|                                   Board games (there are 40 to choose from)                                    | \$15  |
|                                 Interactive computer games (math and reading)                                  | \$75  |
|                                                 Special Items                                                  |       |
|                                    A bean bag chair for the reading corner                                     | \$350 |
Write down the different items and how many of each you would choose. Find the total for each category.
Supplies
Books and maps
Puzzles and games
Special items
Create a bar graph to represent how you would spend the money.  Scale the vertical axis by \$100.  Write all of the labels.
What was the total cost of all your choices?  Did you have any money left over?  If so, how much?
Compare your choices with a partner. How much more or less did you choose to spend on each category than your partner? How much more or less did you choose to spend in total than your partner?


correct_option_index: 0