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)


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:
{
  "explanation": "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: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
problem_activity: Activity
Students interpret inequalities that represent constraints or conditions in a real-world problem. They find solutions to an inequality and reason about the context’s limitations on solutions (MP2).
Launch
Allow students 10 minutes quiet work time to complete all questions followed by whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide students with access to blank number lines. Encourage students to attempt more than one strategy for at least one of the problems.
Supports accessibility for: Visual-spatial processing; Organization
Student Facing
Noah scored
\(n\)
points in a basketball game.
What does
\(15 < n\)
mean in the context of the basketball game?
What does
\(n < 25\)
mean in the context of the basketball game?
Draw two number lines to represent the solutions to the two inequalities.
Name a possible value for
\(n\)
that is a solution to both inequalities.
Name a possible value for
\(n\)
that is a solution to
\(15 < n\)
, but not a solution to
\(n < 25\)
.
Can -8 be a solution to
\(n\)
in this context? 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.
Anticipated Misconceptions
Students might have trouble interpreting
\(15 < n\)
because of the placement of the variable on the right side of the inequality. Encourage students to reason about the possible values of
\(n\)
that would make this inequality true.
Activity Synthesis
Invite selected students to justify their answers. Extend the discussion of the basketball game to consider how scoring works and whether any number could represent the points scored by a player. For example, could a player have scored 1 point?
\(2\frac12\)
points? 0 points? -3 points? Is it reasonable for a player to score 200 points in a game?
Reading, Speaking, Representing: MLR3 Clarify, Critique, Correct.
To support students in their ability to read inequalities and their number line representations as well as to critique the reasoning of others, present an incorrect response to the prompt “Draw two number lines that represent the two inequalities.” For example, use the first number line representing
\(15 < n\)
to contain an error by shading the line and arrow to the left instead of the right. Then correctly display the second number line. Tell students the response is not drawn correctly even though the numbers and open circles are correct. Ask students to identify the error, explain how they know that the response is incorrect, and revise the incorrect number line. This helps prompt student reflection with an incorrect written mathematical statement, and for students to improve upon the written work by correcting errors and clarifying meaning.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 0

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