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: Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.
problem_activity: Narrative
The purpose of this activity is for students to revisit stage 2 of the What's Behind My Back center, which was first introduced in grade 1. Students begin with a tower of 10 connecting cubes. They break apart the tower and represent the two parts with a drawing and an expression. Throughout the activity, students practice using what they know about sums of 10 and the relationship between addition and subtraction to find unknown addends. Students explain their reasoning about how they know how many cubes are missing to their partner (MP3). As students discuss, listen for the ways students show how they are looking for and using the counting sequence, properties of operations, or the relationship between addition and subtraction (MP7).
MLR8 Discussion Supports.
Make connections between representations visible. Think aloud, use gestures and a labeled display to show connections between parts of the equation and the cubes that are visible and those that are hidden.
Advances: Listening, Representing
Required Materials
Materials to Gather
Connecting cubes
Materials to Copy
What's Behind My Back Stage 2 Recording Sheet Grade 1
Required Preparation
Gather a tower of 10 connecting cubes to use in the launch.
Launch
Groups of 2
Give each group 10 connecting cubes.
“We are going to play a game you may have played in first grade called What’s Behind My Back?”
Show students a tower of 10 cubes. Put the tower behind your back. Break off 4 cubes, and display the rest of the tower.
“How many cubes are behind my back? How do you know?” (4 because there are 6 and 4 more makes 10. I know because
\(10 - 4 = 6\)
.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“After one partner has hidden the cubes, switch roles.”
Activity
10 minutes: partner work time
Activity Synthesis
Ask a student to play a round of the game with the class.
As the student displays the tower, write the related addition equation with an unknown addend on the board. (for example, if a student shows 2 blocks, write
\(2+\underline{\hspace{.5 cm}}=10\)
.)
“How does this equation represent the game?”
“What number makes the equation true?”
“How can we represent the game with a subtraction equation?” (
\(10 - 2 = 8\)
or
\(10 - 8 = 2\)
)
If needed, ask students to show how the numbers in the addition and subtraction equations represent the cubes in the round.


correct_option_index: 0