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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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:
C

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

1
options: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

Verify experimentally the properties of rotations, reflections, and translations:
- Lines are taken to lines, and line segments to line segments of the same length.
- Angles are taken to angles of the same measure.
- Parallel lines are taken to parallel lines.

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
problem_activity: Activity
The purpose of this activity is to decide if there is a sequence of translations, rotations, and reflections that take one figure to another and, if so, to produce one such sequence. Deciding whether or not such a sequence is possible uses the knowledge that translations, rotations, and reflections do not change side lengths or angle measures. The triangles
\(ABC\)
and
\(CFG\)
form part of a large pattern of images of triangle
\(ABC\)
that will be examined more closely in future lessons.
Monitor for students who use different transformations to take triangle
\(ABC\)
to triangle
\(CFG\)
and select them to share during the discussion. (There are two possible sequences in the Possible Responses section, but these are not the only two.)
Digital
Launch
Provide access to geometry toolkits. Give students 4 minutes quiet work time, 2 minutes to discuss with partner, and then time for a whole-class discussion.
If using the digital activity, have a brief discussion of the previous activity to highlight the transformations that the students used. Then give students 4 minutes of individual work time, 2 minutes to discuss with a partner, and then time for a whole-class discussion.
Action and Expression: Develop Expression and Communication
. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their ideas. For example, “Triangle _____ is a rigid transformation of Triangle
\(ABC\)
because...,” “I agree/disagree because...,” or “Another transformation is _____ because….”
Supports accessibility for: Language; Organization
Conversing: MLR2 Collect and Display.
As students discuss their work with a partner, listen for and collect the language students use to describe each transformation. Record students’ words and phrases on a visual display (e.g., "Rotate triangle
\(ABC\)
90 degrees counterclockwise around point
\(C\)
," "Translate triangle
\(ABC\)
7 units right," etc.), and update it throughout the remainder of the lesson. Remind students to borrow language from the display as needed. This will help students read and use mathematical language during paired and whole-group discussions.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
Student Facing
Here is a grid showing triangle
\(ABC\)
and two other triangles.
You can use a
rigid transformation
to take triangle
\(ABC\)
to
one
of the other triangles.
Which one? Explain how you know.
Describe a rigid transformation that takes
\(ABC\)
to the triangle you selected.
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
Provide access to geometry toolkits. Give students 4 minutes quiet work time, 2 minutes to discuss with partner, and then time for a whole-class discussion.
If using the digital activity, have a brief discussion of the previous activity to highlight the transformations that the students used. Then give students 4 minutes of individual work time, 2 minutes to discuss with a partner, and then time for a whole-class discussion.
Action and Expression: Develop Expression and Communication
. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their ideas. For example, “Triangle _____ is a rigid transformation of Triangle
\(ABC\)
because...,” “I agree/disagree because...,” or “Another transformation is _____ because….”
Supports accessibility for: Language; Organization
Conversing: MLR2 Collect and Display.
As students discuss their work with a partner, listen for and collect the language students use to describe each transformation. Record students’ words and phrases on a visual display (e.g., "Rotate triangle
\(ABC\)
90 degrees counterclockwise around point
\(C\)
," "Translate triangle
\(ABC\)
7 units right," etc.), and update it throughout the remainder of the lesson. Remind students to borrow language from the display as needed. This will help students read and use mathematical language during paired and whole-group discussions.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
Student Facing
Here is a grid showing triangle
\(ABC\)
and two other triangles.
[IMG]
You can use a
rigid transformation
to take triangle
\(ABC\)
to
one
of the other triangles.
Which one? Explain how you know.
Describe a rigid transformation that takes
\(ABC\)
to the triangle you selected.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
A square is made up of an L-shaped region and three transformations of the region. If the perimeter of the square is 40 units, what is the perimeter of each L-shaped region?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Ask a student to explain why triangle
\(ABC\)
cannot
be taken to triangle
\(DBE\)
. (We are only using rigid transformations and therefore the corresponding lengths have to be equal and they are not.) If a student brings up that they think triangle
\(DBE\)
is a scale drawing of
\(ABC\)
, bring the discussion back to translations, rotations, and reflections, rather than talking about how or why triangle
\(DBE\)
isn’t actually a scale drawing of
\(ABC\)
.
Offer as many methods for transforming triangle
\(ABC\)
as possible as time permits, selecting previously identified students to share their methods. Include at least two different sequences of transformations. Make sure students attend carefully to specifying each transformation with the necessary level of precision. For example, for a rotation, that they specify the center of rotation, the direction, and the angle of rotation.
If time allows, consider asking the following questions:
"Can triangle
\(ABC\)
be taken to triangle
\(CFG\)
with only a translation?" (No, since
\(CFG\)
is rotated.)
"What about with only a reflection?" (No, because they have the same orientation.)
"What about with a single rotation?" (The answer is yes, but this question does not need to be answered now as students will have an opportunity to investigate this further in a future lesson.)


correct_option_index: 2