few_shots: Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


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. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. 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.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. 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.
G. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
H. 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.
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. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response:
Thought: This problem pertains to functions because it asks students to find the general solution to a trigonometric function.
Answer: B

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


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. 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.
C. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
D. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
E. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. 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.
H. 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.
I. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
J. 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.
K. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.


Your response:
Thought: This task asks students to reason with equations, specifically a quadratic equation. Since the problem asks for as many different methods as possible, it's possible that students would discover solution methods that include graphing both sides of the equation with a graphing calculator and finding the x coordinates of where the two functions intersect.
Answer: B, G

Example 3:
Problem/activity:
Task
Suppose $A$ is an angle with vertex $P$, as pictured below:
[IMG]
Draw a circle with center $P$ and with  radius $r \gt 0$.  Explain why the circle
meets each ray of angle $A$ in a single point.  Label these points $Q$ and $R$ respectively.
Draw circles with centers $Q$ and $R$ respectively and radius $r$.  These circles meet at $P$ and a second point to be labelled $B$.
Show that ray $\overrightarrow{PB}$  bisects angle $P$.


Topic options: 
A. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
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 in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. 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.
E. 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.
F. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
G. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
H. 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.
I. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
J. 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.
K. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.


Your response:
Thought: This task involves geometric concepts including angles, circles, and rays.
Answer: H

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001894

HS_0

im_task_000870

HS_1

im_task_001160

HS_2
options: 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.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

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.

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

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

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

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

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.

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.

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

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.
problem_activity: Activity
The pattern in this activity creates the Fibonacci sequence. One purpose of this task is for students to understand that sometimes it is straightforward to define a sequence recursively and difficult to determine a definition for the
\(n^{\text{th}}\)
term. This task also challenges students to expand their notion of recursive definitions since the current term in a Fibonacci sequence depends on the previous two terms rather than just the previous term.
This sequence was chosen to provide a contrast to the cake activity. With the cake, students had a situation whose domain does not reasonably extend above a certain value given physical constraints. Since this sequence is a mathematical construct, the domain has no upper bound restrictions on it.
Launch
Distribute 1 piece of graph paper to each student. Ask them to complete the first question and pause. Ensure that they are interpreting the description of the pattern correctly before they proceed with the rest of the activity.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, present one question at a time.
Supports accessibility for: Organization; Attention
Student Facing
On graph paper, draw a square of side length 1. Draw another square of side length 1 that shares a side with the first square. Next, add a 2-by-2 square, with one side along the sides of
both
of the first two squares. Next, add a square with one side that goes along the sides of the previous two squares you created. Next, do it again.
Pause here for your teacher to check your work.
Write a sequence that lists the side lengths of the squares you drew.
Predict the next two terms in the sequence and draw the corresponding squares to check your predictions.
Describe how each square’s side length depends on previous side lengths.
Let
\(F(n)\)
be the side length of the
\(n\)
th
square. So
\(F(1)=1\)
and
\(F(2)=1\)
. Write a recursive definition for
\(F\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Is the Fibonacci sequence arithmetic, geometric, or neither? Explain how you know.
Look at quotients
\(\frac{F(1)}{F(0)}, \frac{F(2)}{F(1)}, \frac{F(3)}{F(2)}, \frac{F(4)}{F(3)}, \frac{F(5)}{F(4)}\)
. What do you notice about this sequence of numbers?
The 15th through 19th Fibonacci numbers are 610, 987, 1597, 2584, 4181. What do you notice about the quotients
\(\frac{F(16)}{F(15)}, \frac{F(17)}{F(16)}, \frac{F(18)}{F(17)}, \frac{F(19)}{F(18)}\)
?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may not realize that it is okay to use both
\(F(n-1)\)
and
\(F(n-2)\)
when defining a function recursively. Encourage these students to think about how the “previous side lengths” for term
\(F(n)\)
can be expressed using function notation.
Activity Synthesis
Display the sequence 1, 1, 2, 3, 5, 8, 13 and the recursive definition
\(F(1)=1, F(2)=1, \)
\(F(n)=F(n-1)+F(n-2)\)
,
\(n\ge3\)
for all to see and check their answer against. Either give students a minute to think about how to write a definition for the
\(n^{\text{th}}\)
term of the sequence, or just tell them that it is more complicated to derive than class time allows. An important modeling point to make is that the goal is to create a model that suits the needs of what you are trying to do. If we wanted to know the value of
\(F(100)\)
, then a spreadsheet and a recursive definition is likely going to be faster than working out a definition for the
\(n^{\text{th}}\)
term.
Ask students, "What is the domain of this function? Does it have any restrictions?" (The integers
\(n\)
where
\(n\ge1\)
or equivalent. We can always add another square onto the image, even if only in our imaginations once the squares get too big.) Select students to share their responses.
If time allows, tell students that we could define the Fibonacci sequence as
\(F(0)=1, F(1)=1, \)
\(F(n)=F(n-1)+F(n-2)\)
,
\(n\ge2\)
and we would still get the same list of numbers.


correct_option_index: 0

1