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:
{
  "explanation": "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: Extend the properties of exponents to rational exponents.

Apply and extend previous understandings of numbers to the system of rational numbers.

Represent complex numbers and their operations on the complex plane.

Perform arithmetic operations with complex numbers.

Perform operations on vectors.

Use properties of rational and irrational numbers.

Compute fluently with multi-digit numbers and find common factors and multiples.

Use complex numbers in polynomial identities and equations.

Reason quantitatively and use units to solve problems.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Perform operations on matrices and use matrices in applications.

Represent and model with vector quantities.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
problem_activity: Activity
Students ended the previous activity wondering whether solutions that look like
\(7 \pm \sqrt2\)
and
\(4\sqrt5\)
are rational or irrational. In this activity, they pursue that question and experiment with adding and multiplying different types of numbers. The goal here is to make conjectures about the sums and products by noticing regularity in repeated reasoning with concrete numbers (MP8). In an upcoming lesson, students will reason logically and abstractly about what the sums and products of rational and irrational numbers must be.
Launch
Tell students that they will now further investigate what happens when different types of numbers are combined by addition and multiplication. Are the results rational or irrational? Can we come up with general rules about what types of numbers the sums and products will be?
Consider keeping students in groups of 2. Provide access to calculators for numerical calculations, in case requested. Students who choose to use technology to help them analyze patterns practice choosing a tool strategically (MP5).
Engagement: Internalize Self Regulation.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity. Invite students to begin by sorting and labeling the initial numbers into rational or irrational. Invite each partner group to choose and respond to either the sum or the product statements. Provide sentence frames for students to use in their discussion. For example, “I agree/disagree with _____ because . . . .” and “Here is an example that shows . . . .” Then, have partners switch or select students to share with the whole class, so that each student has examples and conclusions for all truth statements.
Supports accessibility for: Organization; Attention
Student Facing
Here is a list of numbers:
\(\displaystyle 2\)
\(\displaystyle 3\)
\(\displaystyle \frac13\)
\(\displaystyle 0\)
\(\displaystyle \sqrt2\)
\(\displaystyle \sqrt3\)
\(\displaystyle \text-\sqrt3\)
\(\displaystyle \frac{1}{\sqrt3}\)
Here are some statements about the sums and products of numbers. For each statement, decide whether it is
always
true, true for
some
numbers but not others, or
never
true.
Sums:
The sum of two rational numbers is rational.
The sum of a rational number and an irrational number is irrational.
The sum of two irrational numbers is irrational.
Products:
The product of two rational numbers is rational.
The product of a rational number and an irrational number is irrational.
The product of two irrational numbers is irrational.
Experiment with sums and products of two numbers in the given list to help you decide.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
It can be quite difficult to show that a number is irrational. To do so, we have to explain why the number is impossible to write as a ratio of two integers. It took mathematicians thousands of years before they were finally able to show that
\(\pi\)
is irrational, and they still don’t know whether or not
\(\pi^{\pi}\)
is irrational.
Here is a way we could show that
\(\sqrt{2}\)
can’t be rational, and is therefore irrational.
Let's assume that
\(\sqrt{2}\)
were rational and could be written as a fraction
\(\frac{a}{b}\)
, where
\(a\)
and
\(b\)
are non-zero integers.
Let’s also assume that
\(a\)
and
\(b\)
are integers that no longer have any common factors. For example, to express 0.4 as
\(\frac {a}{b}\)
, we write
\(\frac25\)
instead of
\(\frac{4}{10}\)
or
\(\frac {200}{500}\)
. That is, we assume that
\(a\)
and
\(b\)
are 2 and 5, rather than 4 and 10, or 200 and 500.
If
\(\sqrt{2}=\frac{a}{b}\)
, then
\(2 = \frac {\boxed{\phantom{300}}}{\boxed{\phantom{300}}}\)
.
Explain why
\(a^2\)
must be an even number.
Explain why if
\(a^2\)
is an even number, then
\(a\)
itself is also an even number. (If you get stuck, consider squaring a few different integers.)
Because
\(a\)
is an even number, then
\(a\)
is 2 times another integer, say,
\(k\)
. We can write
\(a=2k\)
. Substitute
\(2k\)
for
\(a\)
in the equation you wrote in the first question. Then, solve for
\(b^2\)
.
Explain why the resulting equation shows that
\(b^2\)
, and therefore
\(b\)
, are also even numbers.
We just arrived at the conclusion that
\(a\)
and
\(b\)
are even numbers, but given our assumption about
\(a\)
and
\(b\)
, it is impossible for this to be true. Explain why this is.
If
\(a\)
and
\(b\)
cannot both be even,
\(\sqrt{2}\)
must be equal to some number other than
\(\frac{a}{b}\)
.
Because our original assumption that we could write
\(\sqrt{2}\)
as a fraction
\(\frac{a}{b}\)
led to a false conclusion, that assumption must be wrong. In other words, we must not be able to write
\(\sqrt{2}\)
as a fraction. This means
\(\sqrt{2}\)
is irrational!
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Display the six statements for all to see. Invite students to share their responses. After each student shares, ask others whether they agree or disagree. Ask students who disagree for an explanation or a counterexample. Develop a consensus on what the class thinks is true when we combine numbers by addition and multiplication. Record and display the consensus for all to see, for instance:
\(\text {rational} + \text {rational} = \)
\(\text {rational} + \text {irrational} =\)
\(\text {irrational} + \text {irrational} =\)
\(\text {rational} \boldcdot \text {rational} =\)
\(\text {rational} \boldcdot \text {irrational} =\)
\(\text {irrational} \boldcdot \text {irrational} =\)
Explain to students that in an upcoming lesson, they will have a chance to test their conjectures.
Speaking, Representing: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. After each student shares, provide the class with the following sentence frames to help them respond: "I agree because . . .” or "I disagree because . . . .” If necessary, revoice student ideas to demonstrate mathematical language, and invite students to chorally repeat phrases that include relevant vocabulary in context.
Design Principle(s): Support sense-making


correct_option_index: 5