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: Represent and model with vector quantities.

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

Use complex numbers in polynomial identities and equations.

Perform arithmetic operations with complex numbers.

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

Use properties of rational and irrational numbers.

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

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

Represent complex numbers and their operations on the complex plane.

Reason quantitatively and use units to solve problems.

Perform operations on vectors.

Perform operations on matrices and use matrices in applications.

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

Extend the properties of exponents to rational exponents.
problem_activity: Activity
In this activity, students match equivalent expressions involving exponents and radicals. This is the first time they see negative rational exponents, so expect a lot of discussion around those expressions. Students will have more chances to interpret negative exponents, so it is not crucial for them to show mastery at this time.
Monitor for groups who reason about the expressions with negative fractional exponents in different ways. For example, some students may see
\(7^{\text- \frac12}\)
as
\(\left(7^{\text-1}\right)^{\frac12}\)
, while others will think of the expression as
\(\left(7^{\frac12}\right)^{\text-1}\)
. Ask these groups to be ready to share their reasoning during the discussion.
Launch
Arrange students in groups of 2. Give students a few minutes of quiet think time before asking them to share their responses with their partners. Tell students that if there is disagreement, they should work to reach agreement. Follow with a whole-class discussion.
Conversing: MLR8 Discussion Supports.
Arrange students in groups of 2. Invite students to take turns finding a match and explaining their reasoning to their partner. Display the following sentence frames for all to see: “ ____ and ____ are equal because…” and “I noticed _____, so I matched….” Encourage students to challenge each other when they disagree. This will help students clarify their reasoning about equivalent expressions that involve exponents.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
Match each exponential expression to an equivalent expression.
\(7^3\)
\(7^2\)
\(7^1\)
\(7^0\)
\(7^{\text-1}\)
\(7^{\text-2}\)
\(7^{\text-3}\)
\(7^{\frac{1}{2}}\)
\(7^{\text-\frac{1}{2}}\)
\(7^{\frac13}\)
\(7^{\text-\frac{1}{3}}\)
\(\frac{1}{49}\)
\(\frac{1}{343}\)
\(\sqrt7\)
\(\frac{1}{\sqrt[3]{7}}\)
\(\sqrt[3]{7}\)
49
\(\frac{1}{\sqrt7}\)
343
7
\(\frac{1}{7}\)
1
Student Response
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Student Facing
Are you ready for more?
How do we know without counting that the number of circles equals the number of squares? Because we can match every circle to exactly one square, and each square has a match:
[IMG]
[IMG]
We say that we have shown that there is a one-to-one correspondence of the set of circles and the set of squares. We can do this with infinite sets, too! For example, there are the same “number” of positive integers as there are even positive integers:
[IMG]
Every positive integer is matched to exactly one even positive integer, and every even integer has a match! We have shown that there is a one-to-one correspondence between the set of positive integers and the set of even positive integers. Whenever we can make a one-to-one matching like this of the positive integers to another set, we say the other set is
countable.
Show that the set of square roots of positive integers is countable.
Show that the set of positive integer roots of 2 is countable.
Show that the set of positive integer roots of positive integers is countable. (Hint: there is a famous proof that the positive rational numbers are countable. Find and study this proof.)
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
If students aren’t sure how to match the negative rational exponents, ask them if they could make an educated guess based on the other patterns they notice.
Activity Synthesis
Begin the discussion by selecting 2–3 groups to share how they matched the expressions with positive exponents. Next, invite previously identified groups to share how they matched the expressions with negative exponents. While students share their thinking, display any exponent rules referenced for all to see, such as
\(\left(b^m\right)^n = b^{m \boldcdot n}\)
or
\(b^{\text-n} = \frac{1}{b^n}\)
. It is important for students to understand that fractional exponents follow all the same exponent rules as integer exponents.


correct_option_index: 13