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)


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
D. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
E. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Your response:
A

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_lesson_009431

1
options: Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
problem_activity: Activity
The purpose of this task is for students to practice plotting coordinates in all four quadrants and find horizontal and vertical distances between coordinates in a puzzle. In past activities, students have been told the scale for the distance between grid lines, but here they must determine that each grid square has length 2 from the information given.
Digital
Launch
Arrange students in groups of 2. Tell students that they should not assume that each grid box is 1 unit. Give students 10 minutes quiet work time and 2 minutes for partner discussion. Follow with whole-class discussion.
Students using digital materials will be able to create a path through the maze by plotting points with an applet.
Representation: Internalize Comprehension.
Check in with students after the first 2–3 minutes of work time. Check to make sure students have selected appropriate coordinates for the first points of Andre’s route through the maze.
Supports accessibility for: Conceptual processing; Organization
Conversing: MLR5 Co-craft Questions.
Display only the picture of the maze and ask pairs of students to write possible mathematical questions about the situation. This is an opportunity for students to think about and relate to previous questions from previous lessons. Then, invite pairs to share their questions with the class. This helps students produce the language of mathematical questions and talk about the coordinate grid and the points on the maze.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
Student Facing
The following diagram shows Andre’s route through a maze. He started from the lower right entrance.
[IMG]
What are the coordinates of the first two and the last two points of his route?
How far did he walk from his starting point to his ending point? Show how you know.
Jada went into the maze and stopped at
\((\text-7, 2)\)
.
Plot that point and other points that would lead her out of the maze (through the exit on the upper left side).
How far from
\((\text-7, 2)\)
must she walk to exit the maze? Show how you know.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Tell students that they should not assume that each grid box is 1 unit. Give students 10 minutes quiet work time and 2 minutes for partner discussion. Follow with whole-class discussion.
Students using digital materials will be able to create a path through the maze by plotting points with an applet.
Representation: Internalize Comprehension.
Check in with students after the first 2–3 minutes of work time. Check to make sure students have selected appropriate coordinates for the first points of Andre’s route through the maze.
Supports accessibility for: Conceptual processing; Organization
Conversing: MLR5 Co-craft Questions.
Display only the picture of the maze and ask pairs of students to write possible mathematical questions about the situation. This is an opportunity for students to think about and relate to previous questions from previous lessons. Then, invite pairs to share their questions with the class. This helps students produce the language of mathematical questions and talk about the coordinate grid and the points on the maze.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
Student Facing
The following diagram shows Andre’s route through a maze. He started from the lower right entrance.
[IMG]
What are the coordinates of the first two and the last two points of his route?
How far did he walk from his starting point to his ending point? Show how you know.
Jada went into the maze and stopped at
\((\text-7, 2)\)
.
Plot that point and other points that would lead her out of the maze (through the exit on the upper left side).
How far from
\((\text-7, 2)\)
must she walk to exit the maze? Show how you know.
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
The key idea is that it is possible to find distances and describe situations involving movement using the coordinate plane. This abstraction is important to appreciate because it means we can use numbers (in this case,
pairs
of numbers in the coordinate plane) to model situations that involve distance or movement. This will play a key role in later studies.To highlight these ideas, consider asking:
How were you or your partner able to find the coordinates in the maze? Did you come up with any strategies or shortcuts?
How did you find the distances that Andre and Jada traveled?
What other situations involving movement could be represented with a coordinate plane?
Students may come up with examples like board games, maps, and perhaps even 3-dimensional examples.


correct_option_index: 1

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