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: Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Investigate patterns of association in bivariate data.

Understand and evaluate random processes underlying statistical experiments.

Understand independence and conditional probability and use them to interpret data.

Use random sampling to draw inferences about a population.

Draw informal comparative inferences about two populations.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Summarize and describe distributions.

Investigate chance processes and develop, use, and evaluate probability models.

Use probability to evaluate outcomes of decisions.

Interpret linear models.

Develop understanding of statistical variability.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Summarize, represent, and interpret data on a single count or measurement variable.

Calculate expected values and use them to solve problems.
problem_activity: Activity
In this info gap activity, students practice analyzing box plots and thinking carefully about what questions they could help to answer. They connect features of box plots to information about IQR, range, median, and minimum and maximum values of several data sets on sea turtles (MP7). Along the way, they see the usefulness of box plots in comparing distributions and characteristics of different populations.
The info gap structure requires students to make sense of problems by determining what information is necessary, and then to ask for information they need to solve it. This may take several rounds of discussion if their first requests do not yield the information they need (MP1). It also allows them to refine the language they use and ask increasingly precise questions until they get the information they need (MP6).
Here is the text of the cards for reference and planning:
[IMG]
Launch
Tell students that they will now practice using box plots to answer questions about populations of sea turtles. Provide students with the following background information: Sea turtles are air-breathing amphibians that spend most of their time floating in seaweed beds. Females come on shore to lay their eggs. One nesting place for several species of sea turtles is the Outer Banks of North Carolina. All sea turtles are considered to be endangered and only about 1 in 1,000 newly hatched sea turtles survives, which is why their nesting areas are protected.
Arrange students in groups of 2. Give each group a pair of cut-up cards from the blackline master—a Problem Card for one partner and a Data Card for the other. Remind students of the protocol for asking and answering questions, as shown on the task statement. Give students 10 minutes to complete the activity. If any groups finish early, offer a second pair of cards and ask the partners to switch roles.
Engagement: Develop Effort and Persistence.
Display or provide students with a physical copy of the written directions. Check for understanding by inviting students to rephrase directions in their own words. Keep the display of directions visible throughout the activity.
Supports accessibility for: Memory; Organization
Conversing
: This activity uses
MLR4 Information Gap
to give students a purpose for discussing information necessary to connect features of a box plot to information about the five-number summary. Display questions or question starters for students who need a starting point such as: “Can you tell me . . . (specific piece of information)”, and “Why do you need to know . . . (that piece of information)?”
Design Principle(s): Cultivate Conversation
Student Facing
Your teacher will give you either a Problem Card or a Data Card about sea turtles that nest on the Outer Banks of North Carolina. Do not show or read your card to your partner.
[IMG]
If your teacher gives you the
problem card
:
Silently read your card and think about what information you need to be able to answer the question.
Ask your partner for the specific information that you need.
Explain how you are using the information to solve the problem.
Continue to ask questions until you have enough information to solve the problem.
Share the
problem card
and solve the problem independently.
Read the
data card
and discuss your reasoning.
If your teacher gives you the
data card
:
Silently read your card.
Ask your partner
“What specific information do you need?”
and wait for them to
ask
for information.
If your partner asks for information that is not on the card, do not do the calculations for them. Tell them you don’t have that information.
Before sharing the information, ask “
Why do you need that information?
” Listen to your partner’s reasoning and ask clarifying questions.
Read the
problem card
and solve the problem independently.
Share the
data card
and discuss your reasoning.
Pause here so your teacher can review your work. Ask your teacher for a new set of cards and repeat the activity, trading roles with your partner.
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
Invite students to share their experiences with the Info Gap activity. Consider discussing some of the following questions.
For students who had a Problem Card:
“How did you decide what information to ask for? How did the information on your card help?”
“How easy or difficult was it to explain why you needed the information you were asking for?”
“Give an example of a question that you asked, the clue you received, and how you made use of it.”
“How many questions did it take for you to be able to solve the problem? What were those questions?”
“Was anyone able to solve the problem with a different set of questions?”
For students who had a Data Card:
“When you asked your partner why they needed a specific piece of information, what kind of explanations did you consider acceptable?”
“Were you able to tell from their questions what statistical question they were trying to answer? If so, how? If not, why might that be?”


correct_option_index: 7