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


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Your response:
Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

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


Mathematical concept/skill options: 
A. Apply and extend previous understandings of arithmetic to algebraic expressions.
B. Write expressions in equivalent forms to solve problems.
C. Understand solving equations as a process of reasoning and explain the reasoning.
D. Use the four operations with whole numbers to solve problems.
E. Generate and analyze patterns.
F. Understand and apply properties of operations and the relationship between addition and subtraction.
G. Use properties of operations to generate equivalent expressions.
H. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
I. Represent and analyze quantitative relationships between dependent and independent variables.
J. Understand properties of multiplication and the relationship between multiplication and division.
K. Work with equal groups of objects to gain foundations for multiplication.
L. Represent and solve problems involving multiplication and division.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Work with radicals and integer exponents.
O. Interpret the structure of expressions.
P. Solve equations and inequalities in one variable.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Multiply and divide within 100.
S. Represent and solve problems involving addition and subtraction.
T. Use polynomial identities to solve problems.
U. Represent and solve equations and inequalities graphically.
V. Understand the connections between proportional relationships, lines, and linear equations.
W. Reason about and solve one-variable equations and inequalities.
X. Rewrite rational expressions.
Y. Understand the relationship between zeros and factors of polynomials.
Z. Perform arithmetic operations on polynomials.
AA. Create equations that describe numbers or relationships
AB. Analyze and solve linear equations and pairs of simultaneous linear equations.
AC. Gain familiarity with factors and multiples.
AD. Write and interpret numerical expressions.
AE. Add and subtract within 20.
AF. Work with addition and subtraction equations.
AG. Solve systems of equations.
AH. Analyze patterns and relationships.


Your response:
Thought: This task asks students to solve an equation in one variable. Since the problem asks for many different solution methods, students are also encouraged to solve the problem graphically.
Answer: P, U

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 $P$.


Mathematical concept/skill options: 
A. Apply trigonometry to general triangles.
B. Understand similarity in terms of similarity transformations.
C. Analyze, compare, create, and compose shapes.
D. Prove geometric theorems.
E. Make geometric constructions.
F. Graph points on the coordinate plane to solve real-world and mathematical problems.
G. Understand congruence and similarity using physical models, transparencies, or geometry software.
H. Understand congruence in terms of rigid motions.
I. Draw, construct, and describe geometrical figures and describe the relationships between them.
J. Translate between the geometric description and the equation for a conic section.
K. Reason with shapes and their attributes.
L. Prove theorems involving similarity.
M. Explain volume formulas and use them to solve problems.
N. Find arc lengths and areas of sectors of circles.
O. Define trigonometric ratios and solve problems involving right triangles.
P. Use coordinates to prove simple geometric theorems algebraically.
Q. Visualize relationships between two-dimensional and three-dimensional objects.
R. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
S. Understand and apply theorems about circles.
T. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
U. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
V. Classify two-dimensional figures into categories based on their properties.
W. Apply geometric concepts in modeling situations.
X. Solve real-world and mathematical problems involving area, surface area, and volume.
Y. Experiment with transformations in the plane.
Z. Understand and apply the Pythagorean Theorem.
AA. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.


Your response:
Thought: This task asks students to make geometric constructions, such as bisecting an angle.
Answer: E

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS_0

im_task_000870

HS_1

im_task_001160

HS_2
options: Work with numbers 11–19 to gain foundations for place value.

Extend the counting sequence.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Use place value understanding and properties of operations to add and subtract.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Understand the place value system.

Understand place value.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
The purpose of this activity is for students to add and subtract multiples of 10 and 100 within 1,000. Students interpret situations with base-ten blocks and base-ten diagrams and use equations to represents sums and differences. In the activity synthesis, students relate the situation, base-ten diagram, and equation and notice, through repeated reasoning, that when adding and subtracting, one can add or subtract hundreds and hundreds and tens and tens (MP7, MP8).
MLR7 Compare and Connect.
Synthesis: Lead a discussion comparing, contrasting, and connecting their different ways of representing the value of Mai and Lin’s blocks together. Ask, “How do these different representations show the same information?” “How are they different?”
Advances: Representing, Conversing
Representation: Access for Perception.
Invite students to act out the scenario of giving and taking hundreds on a number line. Discuss the individual jumps of 100 if a jump of 400 is too much to begin.
Supports accessibility for: Conceptual Processing, Language, Organization
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
Activity
“These students were using base-ten blocks to find the value of sums and differences.”
“For each problem, represent the student’s value in a way that makes sense to you. You can use base-ten blocks, diagrams, or equations.”
10 minutes: partner work time
For Priya and Jada’s blocks, monitor for students who:
write equations to show the sums and differences.
use base-ten diagrams to show subtraction.
Student Facing
Mai has 2 hundreds, 2 tens, and 3 ones. Lin has 4 hundreds.
Represent their values with base-ten blocks or diagrams.
What is the value of their blocks altogether? Show your thinking.
Andre has 4 hundreds, 2 tens, and 8 ones.
Represent his value with base-ten blocks or diagrams.
Andre gives 2 hundreds to Clare.
What is the value of his blocks now? Show your thinking.
Diego has 6 tens. Tyler has 8 hundreds, 3 tens, and 6 ones.
What is the value of their blocks together? Show your thinking.
Elena has 5 hundreds, 7 tens, and 2 ones. She gives 2 tens to Kiran.
What is the value of her blocks now? Show your thinking.
Priya has 6 hundreds, 5 tens, and 8 ones. Han gives her 3 hundreds.
What is the value of her blocks now? Show your thinking.
Jada has 4 hundreds, 8 tens, and 2 ones. She gives 3 hundreds to Noah.
What is the value of her blocks now? Show your thinking.
Student Response
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Advancing Student Thinking
If students draw diagrams that do not match the situation or write equations that are not true, consider asking:
“Can you explain what you did?”
“Do you notice any patterns when you add or subtract hundreds and hundreds? Tens and tens?”
Activity Synthesis
Invite a student to share their representation and equation for Jada’s blocks. If no students use a base-ten diagram, select a student to share how they use base-ten blocks, and use a base-ten diagram to record their steps.
“How does the base-ten diagram show Jada’s blocks?” (The blocks show how many Jada started with. The lines show the 3 hundreds that were taken away.)
Display
\(482 - 300 = 182\)
“How does the equation show Jada’s blocks?” (482 is what Jada started with and 300 is the 3 hundreds she gave away. 182 is how much she has left.)


correct_option_index: 3