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

1
options: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Use coordinates to prove simple geometric theorems algebraically.

Prove geometric theorems.

Translate between the geometric description and the equation for a conic section.

Understand and apply theorems about circles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Explain volume formulas and use them to solve problems.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Apply trigonometry to general triangles.

Classify two-dimensional figures into categories based on their properties.

Visualize relationships between two-dimensional and three-dimensional objects.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Analyze, compare, create, and compose shapes.

Understand similarity in terms of similarity transformations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Experiment with transformations in the plane.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Reason with shapes and their attributes.

Understand congruence in terms of rigid motions.

Prove theorems involving similarity.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Find arc lengths and areas of sectors of circles.

Understand and apply the Pythagorean Theorem.

Apply geometric concepts in modeling situations.

Define trigonometric ratios and solve problems involving right triangles.

Make geometric constructions.
problem_activity: Narrative
The purpose of this activity is for students to describe coordinates for points. After playing a round of What’s the Point, students have an opportunity to write a description of the location of a point in the coordinate plane. The structure of this part of the activity mirrors what students did in the previous lesson when they were describing a rectangle. Some students may use the coordinates on the grid while others may use words to describe the location of the point.
Students make choices about how to revise their thinking based on what makes the description stronger and clearer to them. This activity not only supports students developing language to describe the location of a point but also develops a deeper understanding of the coordinate grid (MP6). Invite students to use language from the display from an earlier lesson if they find it helpful.
This activity uses
MLR1 Stronger and Clearer Each Time
. Advances: Reading, Writing.
Required Materials
Materials to Copy
What's the Point
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2.
Activity
10 minutes: partner work time
Monitor for students who:
revise their thinking
refer to the numbers on the coordinate grid to communicate the location of the point
MLR1 Stronger and Clearer Each Time
“Share your description of the location of the point on the grid with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: structured partner discussion
Repeat with 1–2 different partners.
If needed, display question starters and prompts for feedback, such as:
“Can you use the numbers on the coordinate grid in your explanation?”
“Revise your initial draft based on the feedback you got from your partner.”
2–3 minutes: independent work time
Student Facing
Play 2 rounds of What’s the Point so each partner gets a chance to draw.
Sit back to back with your partner.
Partner A: Choose a card. Then, describe the location of the point to your partner.
Partner B: Draw the point on the blank coordinate grid.
Compare the card with your partner’s diagram.
Discuss: What’s the same? What’s different?
[IMG]
[IMG]
Use words to explain the location of the point on the grid.
[IMG]
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 do not reference the axes or the directionality of the gridlines, show them point
\((3, 4)\)
and point
\((4, 3)\)
on a grid and ask, “What is the same and different about these two points?”
Activity Synthesis
Select previously identified students to share how they revised their explanation for the location of the point in the last problem.
Display the image of the coordinate grid with a point from the student workbook.
“The point can be described using the
coordinates
\((3, 4)\)
. Where do you think these coordinates come from?” (They describe the location of the point. The point is on gridline 3 and gridline 4. The point is where these gridlines intersect.)


correct_option_index: 17