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)


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
D. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
E. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Your response:
Thought: This activity involves geometric figures, specifically three-dimensional shapes.
Answer: A

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_lesson_009431

1
options: Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
problem_activity: Activity
The purpose of this activity is to get students thinking about strategically solving equations by paying attention to their structure. Distribution first versus dividing first is a common point of divergence for students as they start solving.
Identify students who choose different solution paths to solve the last two problems.
Launch
Arrange students in groups of 2. Give students 2 minutes quiet think time for problem 1, then 3–5 minutes partner time to discuss problem 1 and complete the other problems. Follow with a whole-class discussion.
Conversing: MLR7 Compare and Connect.
Display Noah’s and Lin’s solution methods side by side. Once students have determined that they are both correct, ask students to explain the differences between the approaches. Amplify mathematical language students use to distinguish between distributing or dividing. This will help students reflect on and produce mathematical language to explain why they choose to take either approach when answering the remaining questions.
Design Principle(s): Maximize meta-awareness; Cultivate conversation
Student Facing
Noah and Lin both solved the equation
\(14a=2(a-3)\)
.
Do you agree with either of them? Why?
Noah's solution:
\(\begin{align*} 14a&=2(a-3) \\ 14a&=2a-6 \\ 12a&=\text-6 \\ a&=\text-\frac12 \\ \end{align*}\)
Lin's solution:
\(\begin{align} 14a&=2(a-3) \\ 7a&=a-3\\ 6a&=\text-3\\a&=\text-\frac12 \end{align}\)
Elena is asked to solve
\(15 - 10x = 5(x + 9)\)
. What do you recommend she does to each side first?
Diego is asked to solve
\(3x -8 = 4(x + 5)\)
. What do you recommend he does to each side first?
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
In a cryptarithmetic puzzle, the digits 0–9 are represented with letters of the alphabet. Use your understanding of addition to find which digits go with the letters A, B, E, G, H, L, N, and R.
HANGER + HANGER + HANGER = ALGEBRA
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
Some students may not distribute or collect like terms before performing the same operation on each side.
Activity Synthesis
Have previously identified groups share the different solution paths they chose for solving the last two questions.
To highlight the different strategies, ask:
“What are the advantages of choosing to distribute first? To divide first?” (Answers vary. Distributing first eliminates confusion about which terms can be subtracted from each side. Dividing first makes the numbers smaller and easier to mentally calculate.)
“What makes it easier to distribute versus divide first on the last question?” (Dividing by 4 before distributing will result in non-integer terms, which can be harder to add and subtract mentally.)
“Is one path more ‘right’ than another?” (No. As long as we follow valid steps, like adding or multiplying the same thing to each side of an equation, the steps are right and will give a correct solution.)


correct_option_index: 7