few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
Thought: An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001894

HS
options: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
problem_activity: Optional activity
In this activity, students use the data from the previous activity and draw a scatter plot and a line that fits the data. The given data show a clear linear association, so it is appropriate to model the data with a line. Students can use a piece of dried linguine pasta or some other rigid, slim, long object (for example, wooden skewer) to eyeball the line that best fits the data. (The line of best fit has a variance of
\(R^2=0.94\)
.) Even though different answers will have slightly different slopes and intercepts, they will be close to each other.
Launch
Students in same groups of 3–4. Provide access to pieces of dried linguine pasta.
Representation: Internalize Comprehension.
Provide a range of examples and counterexamples for a best fit line. Consider displaying charts and examples from previous lessons to aide in memory recall.
Supports accessibility for: Conceptual processing
Student Facing
Make a scatter plot of the data.
[IMG]
Describe any patterns of association that you notice.
Draw a line that fits the data. Write an equation for this line.
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
If a student is stuck on making the scale on the graph, remind them to look at the range from the previous problem.
Activity Synthesis
At the start of the discussion, make sure students agree that there seems to be a negative association that looks like a line would fit the data nicely before moving on.
Invite several groups to share the equations they came up with and how they found them. They will likely have slightly different slopes and intercepts. Ask students to explain where those differences come from. (Not everyone chose the same points to guide the trendline they drew for the data.) The differences should be small and the different models give more or less the same information. In the next activity, students will be using the model (equation and graph) to make predictions.
Representing, Conversing: MLR8 Discussion Supports.
After students complete their scatter plots from the data, they should meet with a small group of 3–4 students to share and compare. While each student shares, circulate and encourage students to look for commonalities and to discuss their differences in displays. Tell students to generate an agreed on response for the equation and the visual display of the line even though they may have differences. Tell students that one member will share out, but they won’t know who, so they all need to be prepared to share and explain. During the whole-class discussion, amplify use of mathematical language such as “slope”, “intercept”, “equation”, “graph”, and “negative association”. Use this to help students develop their explanations of associations and differences that they see in how the data is interpreted.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


correct_option_index: 0

1

2

3