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)


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: Write, read, and evaluate expressions in which letters stand for numbers.

Write and evaluate numerical expressions involving whole-number exponents.

Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
problem_activity: Problem 1
Sarita has a fish tank in the shape of a rectangular prism. The bottom of the fish tank measures
$${10}$$
inches by
$$8$$
inches. Sarita wants to add some sand to cover the bottom of the tank, and she uses the formula
$${ V=l × w × h}$$
to determine the volume of sand she needs.
a.   If the height of the sand measures
$$2$$
inches, what is the volume of sand needed?
b.   If the height of the sand measures
$${3.5}$$
inches, what is the volume of sand needed?
c.   Sarita cannot decide how high she wants the sand to be in the tank. What expression can she use to represent the volume of sand needed for
any
height of sand?
Problem 2
In each example, write an expression to represent the quantity.
a.   Thomas is
$$x$$
years old.
His sister is
$$5$$
years older. How old is his sister?
His dog is
$$3$$
years younger. How old is his dog?
His cousin is
$${3\over4}$$
his age. How old is his cousin?
His friend is
$$y$$
years younger. How old is his friend?
b.   Reina has
$$5$$
more quarters than dimes.
She has
$$8$$
dimes. How many quarters does she have?
She has
$$15$$
quarters. How many dimes does she have?
She has
$$d$$
dimes. How many quarters does she have?
She has
$$q$$
quarters. How many dimes does she have?
Problem 3
a.   A numeric expression like
$${5+(8+2)^2}$$
has one and only one value. What is it?
b.   Consider the expression
$${ {5+(x+2)^2}}$$
. What are some values it can have? Make sure you organize your work so anyone can tell which value for the expression goes with which
$$x$$
value.
c.   How many different values can an algebraic expression like
$${5+(x+2)^2}$$
have?


correct_option_index: 0