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)


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

Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.

Rewrite rational expressions.

Generate and analyze patterns.

Interpret the structure of expressions.

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

Gain familiarity with factors and multiples.

Solve equations and inequalities in one variable.

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Use the four operations with whole numbers to solve problems.

Use polynomial identities to solve problems.

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

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

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

Understand the relationship between zeros and factors of polynomials.

Analyze patterns and relationships.

Solve systems of equations.

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

Write and interpret numerical expressions.

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

Write expressions in equivalent forms to solve problems.

Add and subtract within 20.

Represent and solve problems involving addition and subtraction.

Represent and solve equations and inequalities graphically.

Create equations that describe numbers or relationships

Perform arithmetic operations on polynomials.

Use properties of operations to generate equivalent expressions.

Multiply and divide within 100.

Understand solving equations as a process of reasoning and explain the reasoning.
problem_activity: Activity
In this partner activity, students take turns solving equations involving cube roots by isolating the cube root expression and then cubing each side of the equation. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
With square roots, students would have to check that their solutions are valid by substituting in the original equation. That isn’t necessary with cube roots because there is only ever one cube root, but it is a good habit to have.
Launch
Arrange students in groups of 2. After students have had time to identify their three most and least difficult equations, ask students to take turns: the first partner identifies an equation from one of their lists and explains why they chose it, while the other listens and works to understand. Then they switch roles. When both partners have explained why they chose one equation from their most difficult list and one from their least difficult list, they move on to the second question.
When both partners have solved the four equations they chose, ask them to take turns again: the first partner explains how they solved one of their problems, while the other listens and works to understand. When both partners agree on the solution, they switch roles. They should continue to switch roles as time allows.
Conversing: MLR2 Collect and Display.
As students work on this activity, listen for and collect the language students use to explain how they solved the equations. Write the students’ words and phrases on a visual display. As students review the visual display, ask them to clarify the meaning of a phrase. For example, a phrase such as, “Add 4 and then raise to the third power,” can be clarified by restating it as, “Add 4 to each side of the equation. Then raise each side of the equation to the third power.” This will help students use the mathematical language necessary to precisely explain how to solve equations involving cube roots.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer collaboration. When students share the equations they selected with a partner, display sentence frames to support conversation such as: “I chose _____ (equation) because . . .”, “I noticed _____ so I chose . . .”, and “I agree/disagree because . . . .”
Supports accessibility for: Language; Social-emotional skills
Student Facing
Here are a lot of equations:
\(\sqrt[3]{t+4} = 3\)
\(\text-10 = \text-\sqrt[3]{a}\)
\(\sqrt[3]{3-w} - 4 = 0\)
\(\sqrt[3]{z} + 9 = 0\)
\(\sqrt[3]{r^3 - 19} = 2\)
\(5 - \sqrt[3]{k+1} = \text-1\)
\(\sqrt[3]{p+4} - 2 = 1\)
\(6-\sqrt[3]{b} = 0\)
\(\sqrt[3]{2n} + 3 = \text-5\)
\(4+\sqrt[3]{\text-m} + 4 = 6\)
\(\text-\sqrt[3]{c} = 5\)
\(\sqrt[3]{s-7} + 3 = 0\)
Without solving, identify 3 equations that you think would be the least difficult to solve and 3 equations that you think would be the most difficult to solve. Be prepared to explain your reasoning.
Choose 4 equations and solve them. At least one should be from your “least difficult” list and at least one should be from your “most difficult” list.
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
All of these equations were equivalent to equations that could be written in the form
\(\sqrt[3]{ax+b}+c=0\)
for some constants
\(a\)
,
\(b\)
, and
\(c\)
. Find a formula that would solve any such equation for
\(x\)
in terms of
\(a\)
,
\(b\)
, and
\(c\)
.
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
If students have trouble getting started on their more difficult equations, remind them of strategies they used with square roots, such as isolating the root first. Some students may find it helpful to estimate an answer and then check it, in order to get a general idea of what the answer may be and the calculations involved in finding it. If needed, students can look at the graph of
\(y=\sqrt[3]{x}\)
from the previous activity, or
\(y=x^3\)
from earlier in the lesson.
Students who don’t reach a solution should say where they got stuck and what they tried when they share their work with their partner. They can then try finishing the problem together.
Activity Synthesis
Much discussion takes place between partners. Invite students to share how they solved the equations they chose. Here are some questions for discussion:
“How is the process of solving these equations the same as solving equations that involve square roots? How is it different?” (Solving these equations is different because they require cubing rather than squaring. It is also different because cube roots aren’t always positive, so the extra step to check that a positive number isn’t set equal to a negative number isn’t necessary. Solving is the same because it requires isolating the radical expression and then using exponents to make a new equation without radicals.)
“Describe any difficulties you experienced and how you resolved them.” (I cubed a negative number and forgot that the result would be negative; when I plugged in my answer to check it, I saw that I must have done something wrong, so I went back and fixed it. I wasn’t sure how to get started on one of my difficult equations, but I remembered that I should try to isolate the cube root, and then I could see what to do.)


correct_option_index: 33