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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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)


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

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.

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.

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

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

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.

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.

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.

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

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.
problem_activity: Narrative
In this activity, students identify the nearest multiples of 10 and 100 for given three-digit numbers. They may do so by using the number lines from earlier, but they may also start to notice a pattern in the relationship between the numbers and the nearest multiples and decide not to use number lines. The work here prepares students to reason numerically in the next lesson.
When students notice and describe patterns in the relationship between the numbers and the nearest multiples of 10 or 100, they look for and express regularity in repeated reasoning (MP8).
MLR2 Collect and Display:
Circulate, listen for, and collect the language students use as they make sense of “close to” and “about.” On a visible display, record words and phrases such as: “almost 100, but not exactly,” “only 1 away from 100,” “less than 5 away.” Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading
Launch
Groups of 2
“Let's find more multiples of 10 and 100 that are close to some numbers.”
“Notice that no number lines are given. See if you can still find the nearest multiples of 10 and 100 without them. If you need to, you can still use a number line.”
Activity
“Work with your partner to complete these problems.”
5–7 minutes: partner work time
Monitor for students who use the following strategies to highlight:
Reason about the midpoint between a multiple of 10 or a multiple of 100 (5 or 50) to determine which multiple is closer, such as, “568 is closer to 570 because 565 would be the middle point between 560 and 570.”
Use place value patterns to determine which multiple is closer, such as, “Since the 1 in 712 is less than 5, it tells me that the number is closest to 700.”
Pause for a brief discussion before students complete the last problem.
Select previously identified students share the strategies they used to find the nearest multiple of 100 and the nearest multiple of 10.
“Now take a few minutes to complete the last problem.”
2–3 minutes: independent work time
Student Facing
Is 349 closer to 300 or 400?
Is 349 closer to 340 or 350?
Is 712 closer to 700 or 800?
Is 712 closer to 710 or 720?
Is 568 closer to 500 or 600?
Is 568 closer to 560 or 570?
Without locating a given number on a number line, how did you decide:
the nearest multiple of 100?
the nearest multiple of 10?
Name the nearest multiple of 100 and the nearest multiple of 10 for:
324
89
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students don’t identify the closest multiple of 10 or 100, consider asking:
“What have you tried to find the closest multiple of 10 (or 100)?”
“How could you use a number line to find the closest multiple of 10 (or 100)?”
Activity Synthesis
Invite students to share their responses and reasoning for the last problem.


correct_option_index: 3