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)


Mathematical concept/skill options: 
A. Reason with shapes and their attributes.
B. Understand similarity in terms of similarity transformations.
C. Use coordinates to prove simple geometric theorems algebraically.
D. Translate between the geometric description and the equation for a conic section.
E. Understand congruence and similarity using physical models, transparencies, or geometry software.
F. Analyze, compare, create, and compose shapes.
G. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
H. Understand congruence in terms of rigid motions.
I. Classify two-dimensional figures into categories based on their properties.
J. Draw, construct, and describe geometrical figures and describe the relationships between them.
K. Explain volume formulas and use them to solve problems.
L. Prove theorems involving similarity.
M. Prove geometric theorems.
N. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
O. Define trigonometric ratios and solve problems involving right triangles.
P. Apply trigonometry to general triangles.
Q. Visualize relationships between two-dimensional and three-dimensional objects.
R. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
S. Make geometric constructions.
T. Apply geometric concepts in modeling situations.
U. Solve real-world and mathematical problems involving area, surface area, and volume.
V. Graph points on the coordinate plane to solve real-world and mathematical problems.
W. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
X. Understand and apply theorems about circles.
Y. Understand and apply the Pythagorean Theorem.
Z. Experiment with transformations in the plane.
AA. Find arc lengths and areas of sectors of circles.


Your response:
Thought: This activity asks students to reason how shapes can combine to make other shapes.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_lesson_009431

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options: Interpret the structure of expressions.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Add and subtract within 20.

Generate and analyze patterns.

Represent and solve problems involving multiplication and division.

Solve equations and inequalities in one variable.

Analyze patterns and relationships.

Multiply and divide within 100.

Perform arithmetic operations on polynomials.

Write and interpret numerical expressions.

Use the four operations with whole numbers to solve problems.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Understand and apply properties of operations and the relationship between addition and subtraction.

Solve systems of equations.

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

Use polynomial identities to solve problems.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

Understand the connections between proportional relationships, lines, and linear equations.

Rewrite rational expressions.

Work with equal groups of objects to gain foundations for multiplication.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Understand properties of multiplication and the relationship between multiplication and division.

Work with radicals and integer exponents.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Work with addition and subtraction equations.

Represent and solve equations and inequalities graphically.

Gain familiarity with factors and multiples.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for the relationship between addition and subtraction. Students who relate the pairs of equations are observing regularity in how addition and subtraction are related (MP8).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the number that makes each equation true.
\(6 + \boxed{\phantom{\frac{aaai}{aaai}}} = 10\)
\(10 - 6 = \boxed{\phantom{\frac{aaai}{aaai}}}\)
\(8 +\boxed{\phantom{\frac{aaai}{aaai}}}= 10\)
\(10 - 2 =\boxed{\phantom{\frac{aaai}{aaai}}}\)
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
“Who can restate _______ 's reasoning in a different way?”


correct_option_index: 3

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