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:
Thought: This activity asks students to compose three-dimensional shapes, using geoblocks, to create composite shapes.
Answer: C

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

1
options: Understand ordering and absolute value of rational numbers.

Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
problem_activity: Activity
The purpose of this activity is for students to practice interpreting the solution of an inequality, especially those involving negative numbers. Students also practice representing inequalities written in natural language with symbols and number lines, and connecting the solution of an inequality with a number line. The work in this activity will be useful when students solve more complex inequalities in the associated Algebra 1 lesson.
Student Facing
Solve each inequality. Then, check your answer using a value that makes your solution true.
\(\text-2x<4\)
Solve the inequality.
Check your answer using a value that makes your solution true.
\(3x+5>6x-4\)
Solve the inequality.
Check your answer using a value that makes your solution true.
\(\text-3(x+1)\geq13\)
Solve the inequality.
Check your answer using a value that makes your solution true.
For each statement:
Use a number line to show which values satisfy the inequality.
Express the statement symbolically with an inequality.
The elevator can lift up to 1,200 pounds. Let
\(x\)
represent the weight being lifted by the elevator.
[IMG]
Over the course of the senator's term, her approval rating was always around 53% ranging 3% above or below that value. Let
\(x\)
represent the senator’s approval rating.
[IMG]
There's a minimum of 3 years of experience required. Let
\(x\)
represent the years of experience a candidate has.
[IMG]
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 goal of this discussion is to help students make sense of their solutions. Here are questions for discussion:
"After you checked your answers using a value from your solution, did any of your answers change?" (Yes. Initially I thought the solution was
\(x <\text-2\)
, but I used
\(\text-3\)
to check my answer and realized it was incorrect. When I substituted
\(\text-3\)
for
\(x\)
in the original inequality, I got
\(6<4\)
which is not true. This reminds me to change the inequality symbol when I multiply or divide by a negative number.)
"Could the elevator hold 1,300 pounds?" (No. It holds
up to
1,200, so this is the largest amount the elevator can hold.)
"Could the senator’s approval rating be 54%?" (Yes. The situation says the approval rating can be 3 points above and below 53%, and 54% fits that requirement.)
"How can the number line be useful in writing the solution to an inequality?" (It helps to see which values are included in the solution and which are not. It can also be used to check your answer after you solve an inequality.)
"On the graph of the minimum years of experience for a candidate, does it make sense to have an upper bound? What examples can you think of that would make this situation have an upper bound?" (Yes, because realistically a person cannot have infinity years of experience and that is what the current graph of the inequality reprsents. For example, many people retire after a certain age, so it would be hard for someone to have more than 50 years of experience. Also, the average lifespan is about 110 and people ususally start working as teens or young adults, so this creates another limit on how many years of experience someone can actually have.)


correct_option_index: 0