few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Your response:
Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Understand and apply theorems about circles.

Understand similarity in terms of similarity transformations.

Visualize relationships between two-dimensional and three-dimensional objects.

Apply trigonometry to general triangles.

Classify two-dimensional figures into categories based on their properties.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Apply geometric concepts in modeling situations.

Reason with shapes and their attributes.

Find arc lengths and areas of sectors of circles.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Experiment with transformations in the plane.

Prove theorems involving similarity.

Solve real-world and mathematical problems involving area, surface area, and volume.

Translate between the geometric description and the equation for a conic section.

Analyze, compare, create, and compose shapes.

Prove geometric theorems.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Define trigonometric ratios and solve problems involving right triangles.

Understand congruence in terms of rigid motions.

Explain volume formulas and use them to solve problems.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand and apply the Pythagorean Theorem.

Make geometric constructions.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Understand congruence and similarity using physical models, transparencies, or geometry software.

Use coordinates to prove simple geometric theorems algebraically.
problem_activity: Task
Below is an isosceles triangle $ABC$ with $|AB| = |AC|$:
[IMG]
Three students propose different arguments for why $m(\angle B) = m(\angle C)$.
Ravi says
If I draw the bisector of $\angle A$ then this is a line of symmetry for $\triangle ABC$ and so $m(\angle B) = m(\angle C)$.
Brittney says
If $M$ is the midpoint of $\overline{BC}$ then $\triangle ABM$ is congruent to $\triangle ACM$ and so $\angle B$ and $\angle C$ are congruent.
Courtney says
If $P$ is a point on $\overline{BC}$ such that $\overleftrightarrow{AP}$ is perpendicular to $\overline{BC}$ then $\triangle ABP$ is congruent to $\triangle ACP$ and so $\angle B$ and $\angle C$ are congruent.
Fill in the details in each argument to show why $m(\angle B) = m(\angle C)$. Can you find another different argument showing that $m(\angle B) = m(\angle C)$?


correct_option_index: 15