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: Classify objects and count the number of objects in each category.

Convert like measurement units within a given measurement system.

Tell and write time.

Represent and interpret data.

Work with time and money.

Geometric measurement: understand concepts of angle and measure angles.

Describe and compare measurable attributes.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Measure lengths indirectly and by iterating length units.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Relate addition and subtraction to length.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Measure and estimate lengths in standard units.
problem_activity: Narrative
The purpose of this activity is for students to represent addition and subtraction equations on a number line. Students consider where to begin and in which direction to draw their arrows in order to accurately represent the operation in the given equation. Throughout the activity, encourage students to explain how they know their representation matches the equation. Listen for the way they explain how they know where to start and end their arrow, which direction they draw their arrow, and how they connect the length the jump represents to the equation (MP3).
MLR8 Discussion Supports.
Display sentence frames to support partner discussion: “Our number lines are the same because…”. “Our number lines are different because…”.
Advances:Speaking, Conversing
Launch
Groups of 2
“We have seen addition and subtraction equations represented on a number line. How can you tell whether a number line is representing addition or subtraction?” (Look at the direction of the arrow.)
30 seconds: quiet think time
Share responses.
Activity
“Now you are going to represent some equations on number lines. Be sure others will be able to tell from looking at your number line whether you are representing addition or subtraction.”
8 minutes: independent work time
Monitor for students who:
Mark the first number and last number in each equation with a point first. Then draw their arrow to match the operation.
Locate the first number in the equation, count a number of spaces forward or backward to match the operation, and draw an arrow to connect the two numbers.
“Compare your number lines with your partner. Explain how you know your representation matches the equation.”
3 minutes: partner discussion
Student Facing
Represent each equation on the number line.
\(15 + 7 = 22\)
[IMG]
\(18 - 6 = 12\)
[IMG]
\(46 + 7 = 53\)
[IMG]
\(33 - 9 = 24\)
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If a student's number line representation doesn't match the equation, consider asking:
“Will you please explain your representation?”
“How did you decide where to start or end on the number line?”
“How did you decide which direction to draw your arrow?”
Activity Synthesis
Display the equation and blank number line for
\(15 + 7 = 22\)
.
Invite previously selected students to share how they represented the equation on the number line.
Consider asking:
“How do you see each number in the equation in ____’s representation?”
“How do you know ___’s representation matches the operation (addition or subtraction)?”
As time permits, continue with the other equations.


correct_option_index: 12