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: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
problem_activity: Activity
This activity is a continuation of the previous one. Students match each situation from the previous activity with an equation, solve the equation by any method that makes sense to them, and interpret the meaning of the solution. Students are still using any method that makes sense to them to reason about a solution. In later lessons, a hanger diagram representation will be used to justify more efficient methods for solving. For example, when they are using tape diagrams, they could just say “I subtracted the 9 extra markers and then divided the remaining 21 markers by 7.” Later, when working with hanger diagrams, we can press them to say “I can subtract 9 from each side and then divide each side by 7.”
For each equation, monitor for a student using their diagram to reason about the solution and a student using the structure of the equation to reason about the solution.
Launch
Keep students in the same groups. 5 minutes to work individually or with a partner, followed by a whole-class discussion.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as “To find the solution, first I ____ because...”, “I made this match because I noticed...”, “Why did you...?”, or “I agree/disagree because…”
Supports accessibility for: Language; Social-emotional skills
Student Facing
Each situation in the previous activity is represented by one of the equations.
\(7x+9=30\)
\(30=9x+7\)
\(30x+7=9\)
Match each situation to an equation.
Find the solution to each equation. Use your diagrams to help you reason.
What does each solution tell you about its situation?
Student Response
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Student Facing
Are you ready for more?
While in New York City, is it a better deal for a group of friends to take a taxi or the subway to get from the Empire State Building to the Metropolitan Museum of Art? Explain your reasoning.
Student Response
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for free access to Extension Student Response.
Activity Synthesis
For each equation, ask one student who reasoned with the diagram and one who reasoned only about the equation to explain their solutions. Display the diagram and the equation side by side, drawing connections between the two representations. If no students bring up one or both of these approaches, demonstrate maneuvers on a diagram side by side with maneuvers on the corresponding equation. For example, “I subtracted the 9 extra markers and then divided the remaining 21 markers by 7,” can be shown on a tape diagram and on a corresponding equation. It is not necessary to invoke the more abstract language of “doing the same thing to each side” of an equation yet.
Speaking, Representing: MLR3 Clarify, Critique, Correct.
Present an incorrect match of an equation with a situation and/or diagram (e.g.,
\(30 = 9x + 7\)
with Situation 1). Invite students to clarify and then critique the error (e.g., there are 7 packs of an unknown amount of markers in Situation 1; not 9 as illustrated in the equation). Press for details, if needed. For example, students can reference “markers” in Situation 1, not “x”, as the unknown value represent by the variable
\(x\)
. This will help students reflect on the quantity of the unknown values that would be a reasonable solution and improve on their reasoning when matching an equation to a situation.
Design Principle(s): Optimize output (for justification)


correct_option_index: 1