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: Construct and compare linear and exponential models and solve problems.

Interpret expressions for functions in terms of the situation they model.

Build a function that models a relationship between two quantities.

Interpret functions that arise in applications in terms of the context.

Build new functions from existing functions.

Extend the domain of trigonometric functions using the unit circle.

Understand the concept of a function and use function notation.

Analyze functions using different representations.

Prove and apply trigonometric identities.

Model periodic phenomena with trigonometric functions.

Use functions to model relationships between quantities.

Define, evaluate, and compare functions.
problem_activity: Optional activity
The purpose of this task is for students to write a recursive definition for a sequence that represents a mathematical context and to create other representations of the sequence.
Monitor for groups who create their recursive definitions in different ways to share during the whole-class discussion. For example, some students may first create a table showing step number and the associated values while others may draw additional steps.
Allow students to use graph paper to sketch their graphs if needed. Making graphing technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Display the image for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time, and then 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 not brought up by students, ask “How would you describe the total number of small squares in Step 3 compared to the total number of small squares in Step 2?” (There are 9, or
\(3^2\)
, more squares in Step 4 than in Step 3.)
Arrange students in groups of 2. Encourage them to check in with their partner frequently as they work through the task.
Action and Expression: Internalize Executive Functions.
Provide students with grid or graph paper to organize their work with representations of geometric and arithmetic sequences.
Supports accessibility for: Language; Organization
Student Facing
Here is a pattern where the number of small squares increases with each new step.
[IMG]
Write a recursive definition for the total number of small squares
\(S(n)\)
in Step
\(n\)
.
Sketch a graph of
\(S\)
that shows Steps 1 to 7.
Is this sequence geometric, arithmetic, or neither? Be prepared to explain how you know.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Student Facing
Are you ready for more?
Start with a circle. If you make 1 cut, you have 2 pieces. If you make 2 cuts, you can have a maximum of 4 pieces. If you make 3 cuts, you can have a
maximum
of 7 pieces.
Draw a picture to show how 3 cuts can give 7 pieces.
Find the maximum number of pieces you can get from 4 cuts.
From 5 cuts.
Can you find a function that gives the maximum number of pieces from
\(n\)
cuts?
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 not be sure where to begin with the graph since no axes are provided in the task statement. Encourage these students to first figure out what values they need to plot before drawing, scaling, and labeling their axes.
Activity Synthesis
The goal of this discussion is for students to share how they reasoned about a recursive definition for
\(S\)
and how they created their graph for Steps 1 to 7. Invite previously identified groups to share how they created their definitions, making sure to display for all to see any additional representations they used to help their thinking. After these students have shared, ask "Did anyone use a different strategy for writing their definition?" and invite any new students to share their thinking.
Conclude the discussion by reviewing graphing strategies. Select 2–4 students to share how they created their sketch of
\(S\)
. In particular, focus on how the scale on each axis was chosen.


correct_option_index: 2

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