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)


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 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Add up to four two-digit numbers using strategies based on place value and properties of operations.

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
problem_activity: Narrative
The purpose of this activity is for students to add and subtract multiples of 10 and 100 within 1,000. Students interpret situations with base-ten blocks and base-ten diagrams and use equations to represents sums and differences. In the activity synthesis, students relate the situation, base-ten diagram, and equation and notice, through repeated reasoning, that when adding and subtracting, one can add or subtract hundreds and hundreds and tens and tens (MP7, MP8).
MLR7 Compare and Connect.
Synthesis: Lead a discussion comparing, contrasting, and connecting their different ways of representing the value of Mai and Lin’s blocks together. Ask, “How do these different representations show the same information?” “How are they different?”
Advances: Representing, Conversing
Representation: Access for Perception.
Invite students to act out the scenario of giving and taking hundreds on a number line. Discuss the individual jumps of 100 if a jump of 400 is too much to begin.
Supports accessibility for: Conceptual Processing, Language, Organization
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
Activity
“These students were using base-ten blocks to find the value of sums and differences.”
“For each problem, represent the student’s value in a way that makes sense to you. You can use base-ten blocks, diagrams, or equations.”
10 minutes: partner work time
For Priya and Jada’s blocks, monitor for students who:
write equations to show the sums and differences.
use base-ten diagrams to show subtraction.
Student Facing
Mai has 2 hundreds, 2 tens, and 3 ones. Lin has 4 hundreds.
Represent their values with base-ten blocks or diagrams.
What is the value of their blocks altogether? Show your thinking.
Andre has 4 hundreds, 2 tens, and 8 ones.
Represent his value with base-ten blocks or diagrams.
Andre gives 2 hundreds to Clare.
What is the value of his blocks now? Show your thinking.
Diego has 6 tens. Tyler has 8 hundreds, 3 tens, and 6 ones.
What is the value of their blocks together? Show your thinking.
Elena has 5 hundreds, 7 tens, and 2 ones. She gives 2 tens to Kiran.
What is the value of her blocks now? Show your thinking.
Priya has 6 hundreds, 5 tens, and 8 ones. Han gives her 3 hundreds.
What is the value of her blocks now? Show your thinking.
Jada has 4 hundreds, 8 tens, and 2 ones. She gives 3 hundreds to Noah.
What is the value of her blocks now? Show your thinking.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students draw diagrams that do not match the situation or write equations that are not true, consider asking:
“Can you explain what you did?”
“Do you notice any patterns when you add or subtract hundreds and hundreds? Tens and tens?”
Activity Synthesis
Invite a student to share their representation and equation for Jada’s blocks. If no students use a base-ten diagram, select a student to share how they use base-ten blocks, and use a base-ten diagram to record their steps.
“How does the base-ten diagram show Jada’s blocks?” (The blocks show how many Jada started with. The lines show the 3 hundreds that were taken away.)
Display
\(482 - 300 = 182\)
“How does the equation show Jada’s blocks?” (482 is what Jada started with and 300 is the 3 hundreds she gave away. 182 is how much she has left.)


correct_option_index: 2