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: Know that there are numbers that are not rational, and approximate them by rational numbers.

Represent and model with vector quantities.

Perform arithmetic operations with complex numbers.

Use properties of rational and irrational numbers.

Extend the properties of exponents to rational exponents.

Reason quantitatively and use units to solve problems.

Represent complex numbers and their operations on the complex plane.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Compute fluently with multi-digit numbers and find common factors and multiples.

Perform operations on vectors.

Perform operations on matrices and use matrices in applications.

Apply and extend previous understandings of numbers to the system of rational numbers.

Use complex numbers in polynomial identities and equations.
problem_activity: Optional activity
This activity gives students additional practice in using diagrams and equations to represent division situations involving whole numbers and fractions.
For each problem, many kinds of visual representations are possible, but creating a meaningful representation may be challenging nonetheless. Urge students to use the contexts to generate ideas for useful diagrams, and to start with a draft and modify it as needed. Students may also use the fraction strips in the warm-up as a starting point for drawing diagrams.
As students work and discuss, monitor for effective diagrams or those that can be generalized to different situations (e.g., rectangles, tape diagrams, and number lines). Assign one problem for each group to record on a visual display.
Launch
Arrange students in group of 3–4. Give students 8–10 minutes of quiet work time and a few minutes to share their responses with their group. Tell each group they will be asked to present their solution to one problem. Provide access to geometry toolkits and tools for creating a visual display.
During group discussion, ask students to exchange feedback on each other’s diagrams and to notice any that might be particularly effective, efficient, or easy to understand. Then, they should record the diagram and equations for their assigned problem on a visual display and be prepared to explain them.
Representation: Internalize Comprehension.
Demonstrate and encourage students to use color coding and annotations to illustrate connections between representations. For example, use the same color to represent the 3 miles in the diagram and the equation,
\(3\div \frac32=2\)
, then label each as “dividend.”
Supports accessibility for: Visual-spatial processing
Student Facing
For each situation, draw a diagram for the relationship of the quantities to help you answer the question. Then write a multiplication equation or a division equation for the relationship. Be prepared to share your reasoning.
The distance around a park is
\(\frac32\)
miles. Noah rode his bicycle around the park for a total of 3 miles. How many times around the park did he ride?
You need
\(\frac34\)
yard of ribbon for one gift box. You have 3 yards of ribbon. How many gift boxes do you have ribbon for?
The water hose fills a bucket at
\(\frac13\)
gallon per minute. How many minutes does it take to fill a 2-gallon bucket?
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?
How many heaping teaspoons are in a heaping tablespoon? How would the answer depend on the shape of the spoons?
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
Students may mistake the divisor and the dividend in the problems. Ask students to discuss (in their groups) the number or quantity being divided, and the reasonableness of the different ways of setting up each problem given the context. Representing the situations with objects may also help.
Activity Synthesis
Invite each group to present the solution on their visual display. Ask the rest of the class to think about two things: whether the equations make sense, and how the presented diagram shows the number of groups, the size of each group, and a total amount. Doing so will help students see the structure of the problems in the equations and diagrams.
Make sure students understand how each situation can be expressed by multiplication and division equations. Students should recognize that a question such as “how many batches are in 4 cups if each batch requires
\(\frac23\)
cups?” can be written as both
\(? \boldcdot \frac 23 = 4\)
and
\(4 \div \frac 23 = \,?\)
. With repeated reasoning, they see that a division expression such as
\(5 \div \frac 38\)
can be interpreted as “how many
\(\frac38\)
s are in 5?”
Speaking, Representing: MLR8 Discussion Supports.
Give students additional time to make sure that everyone in their group can explain their visual display and the relationship between the quantities represented. Prompt groups to rehearse what they will say when they share with the whole class. Rehearsing provides students with additional opportunities to speak and clarify their thinking. This will help students improve their explanations of their group’s reasoning during the whole-class discussion.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 8