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

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Generate and analyze patterns.

Write expressions in equivalent forms to solve problems.

Understand the relationship between zeros and factors of polynomials.

Write and interpret numerical expressions.

Represent and solve equations and inequalities graphically.

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

Add and subtract within 20.

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

Gain familiarity with factors and multiples.

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

Use properties of operations to generate equivalent expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving multiplication and division.

Solve systems of equations.

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

Create equations that describe numbers or relationships

Use polynomial identities to solve problems.

Understand solving equations as a process of reasoning and explain the reasoning.

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

Rewrite rational expressions.

Work with radicals and integer exponents.

Solve equations and inequalities in one variable.

Analyze patterns and relationships.

Multiply and divide within 100.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Use the four operations with whole numbers to solve problems.

Perform arithmetic operations on polynomials.

Represent and solve problems involving addition and subtraction.
problem_activity: Task
Kell  works at an after-school program at an elementary school. The table below shows how much money he earned every day last week.
|              |  Monday   | Wednesday | Friday  |
|--------------|-----------|-----------|---------|
| Time worked  | 1.5 hours | 2.5 hours | 4 hours |
| Money earned |  \$12.60  |  \$21.00  | \$33.60 |
Mariko has a job mowing lawns that pays \$7 per hour.
Who would make more money for working 10 hours? Explain or show work.
Draw a graph that represents $y$, the amount of money Kell would make for working $x$ hours, assuming he made the same hourly rate he was making last week.
Using the same coordinate axes, draw a graph that represents $y$, the amount of money Mariko would make for working $x$ hours.
How can you see who makes more per hour just by looking at the graphs? Explain.


correct_option_index: 18