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)


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

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

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

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.

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.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

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

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.

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.

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.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
problem_activity: Narrative
In this warm-up, students practice estimating a reasonable answer using known information, rounding, and multiplicative reasoning strategies. For example, students may create a diagram and arrive at
\(7 \times 7 \times 7 \times 7\)
as an estimate of the number of fish. Then, they may approximate
\((7 \times 7) \times (7 \times 7)\)
with
\(50 \times 50\)
, or estimate
\((7 \times 7 \times 7) \times 7\)
with
\((50 \times 7) \times 7\)
or
\(350 \times 7\)
. Some students may notice that the question is vague and asks, “How many are going to the park?” rather than “How many people are going to the park?” and account only for the number of children and teachers in their estimation. If students ask for clarification, ask them to make their own assumptions and explain why they made those assumptions when they share their estimates.
Launch
Groups of 2
Display the description.
Activity
“What is an estimate that’s too high? Too low? About right?”
2 minutes: quiet think time
1 minute: partner discussion
Record responses.
Student Facing
Seven teachers are going to the park.
Each teacher is taking 7 students.
Each student is bringing 7 fishbowls.
Each fishbowl has 7 fish.
[IMG]
How many are going to the park?
Record an estimate that is:
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too low"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "about right"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too high"}]}]}, {"tr": [{"td": [{"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}]}]}]}]}
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
Consider asking:
“Is anyone’s estimate less than 500? Greater than 5,000?”
“Did anyone include the number of teachers and students in their estimate?”
Invite students to share their estimation strategies. After each explanation, ask if others reasoned the same way.
Consider revealing the actual value of 2,457 teachers, students, and fish.


correct_option_index: 2