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

Apply geometric concepts in modeling situations.

Use coordinates to prove simple geometric theorems algebraically.

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

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

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

Explain volume formulas and use them to solve problems.

Find arc lengths and areas of sectors of circles.

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

Experiment with transformations in the plane.

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

Analyze, compare, create, and compose shapes.

Reason with shapes and their attributes.

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

Understand and apply theorems about circles.

Understand similarity in terms of similarity transformations.

Apply trigonometry to general triangles.

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

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

Prove theorems involving similarity.

Define trigonometric ratios and solve problems involving right triangles.

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

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

Make geometric constructions.

Prove geometric theorems.

Understand congruence in terms of rigid motions.

Understand and apply the Pythagorean Theorem.
problem_activity: Activity
Students dilated a single point in a previous activity. In this activity, they dilate a figure with multiple points and multiple shapes. The goal is for them to practice dilation and begin to confirm some properties of dilation. Students will have additional opportunities to formalize properties of dilation in subsequent lessons (A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. The dilation of a line segment is longer or shorter according to the same ratio given by the scale factor.)
Monitor for students who use the following (incomplete) strategies:
use the two given lines to place
\(D’\)
and
\(B’\)
, and then estimate all of the other shapes and points
measure distances within the figure and try to replicate them, for example calculating the radii of the two circles and trying to place them without scaling
\(A\)
and
\(C\)
along rays through
\(P\)
Monitor for students who use the precise strategy of drawing rays from
\(P\)
through each point in the original figure and placing points in the image halfway between
\(P\)
and the corresponding point.
Launch
It's okay if students do not have time to dilate every point, encourage them to record things they notice and wonder as they draw the dilation.
Engagement: Internalize Self Regulation.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity. Assign students an appropriate number of points to choose and dilate.
Supports accessibility for: Organization; Attention
Student Facing
Dilate the figure using center
\(P\)
and scale factor
\(\frac12\)
.
[IMG]
What do you notice? What do you wonder?
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?
[IMG]
Dilate segment
\(AB\)
using center
\(P\)
by scale factor
\(\frac12 \)
. Label the result
\(A'B'\)
.
Dilate the segment
\(AB\)
using center
\(Q\)
by scale factor
\(\frac12\)
.
How does the length of
\(A''B''\)
compare to
\(A'B\)
? How would the length of
\(A''B''\)
change if
\(Q\)
was infinitely far away? Explain or show your answer.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
The goal of this discussion is to surface some observations. If most students were comfortable drawing a dilation move directly to that. If not, select multiple students who used different strategies (both precise and incomplete) to share their work. Ask students to explain what was
precise
in each student’s method. The key point is that the most precise way to draw a dilation is to draw rays from the center of the dilation through each point of the original figure, and then measure to figure out where the point goes in the image.
Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to respectfully disagree, ask for clarification, or point out contradicting information.
If the relative length of segments, or measure of angles do not come up during the conversation, ask students to discuss these ideas.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. As students share their strategies for drawing the dilation of the figure, ask students to restate what they heard using precise mathematical language. Consider providing students time to restate what they hear to a partner before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students’ attention to any words or phrases that helped clarify the original explanation such as, “draw rays from the center of dilation through each point of the original figure.” This provides more students with an opportunity to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making


correct_option_index: 15