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: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

Represent data with plots on the real number line (dot plots, histograms, and box plots).

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
problem_activity: Activity
The goal of this activity is for students to be reminded of the importance of measures of variability. Students compare data sets and decide which is the better option. Students must explain their reasoning for choosing one of the options and use statistics to justify their answers. This activity helps students gain more practice working with using variability to compare data sets.
Launch
Allow students to work individually or in pairs.
Student Facing
Choose the best option based on the given data. Use a measure of center and measure of variability to justify your answers.
Participants’ ages at camp A
[IMG]
Participants’ ages at camp B
mean: 11.93 years, mean absolute deviation: 1.65 years
Servers’ tip amounts at restaurant A
mean:
$
15, mean absolute deviation:
$
1.5
Servers’ tip amounts at restaurant B
[IMG]
​​​​​​Which camp would you prefer to work for? Explain your reasoning.
Which camp would you prefer to attend? Explain your reasoning.
At which restaurant would you want to be a server? Explain your reasoning.
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
Discuss how students made their decisions. Here are sample questions to promote class discussion:
“How did the variability influence your choices?" (When there is greater variability, the values are more spread out, so that helped me think about whether I wanted consistent values or a wider range.)
"What are some situations in which less variability might be preferred?" (When you want the results to be consistent and reliable. Examples include the number of points scored by a good player, the miles a car can go on a single gallon of gas, or the price of milk.)
“How would the process of choosing the best situation be different if you were given a box plot?” (With a histogram or box plot, I wouldn’t have known exact numbers, so I would probably have to use a measure like IQR or the median to help make my decision.)


correct_option_index: 3