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: Analyze proportional relationships and use them to solve real-world and mathematical problems.

Understand ratio concepts and use ratio reasoning to solve problems.
problem_activity: Activity
In this task, students use the constant of proportionality they estimated in the previous task to calculate circumferences of circles given the diameter and vice versa. The purpose is to reinforce the proportional relationship between circumference
\(c\)
and diameter
\(d\)
and use the formula
\(c=kd\)
, where
\(k\)
is about 3 or 3.1 (the value agreed upon in the previous task).
If there is not sufficient time to allow students to work through all of the calculations, consider dividing up the work, assigning one circle to each student or group of students. It is important to save enough time for the discussion about the meaning and value of
\(\pi\)
at the end of this activity.
Before students begin the task, a digital applet found at
http://ggbm.at/H8UuD96V
can be used to reinforce the constant of proportionality.
Launch
Ask students to label these measurements given in the table on the picture of the circles. Instruct students to use the constant of proportionality the class estimated in the previous activity. Give students quiet work time followed by whole-class discussion.
Student Facing
Here are five circles. One measurement for each circle is given in the table.
[IMG]
Use the constant of proportionality estimated in the previous activity to complete the table.
|          | diameter (cm) | circumference (cm) |
|----------|---------------|--------------------|
| circle A |               |                    |
| circle B |               |                    |
| circle C |               |                    |
| circle D |               |                    |
| circle E |               |                    |
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?
The circumference of Earth is approximately 40,000 km. If you made a circle of wire around the globe, that is only 10 meters (0.01 km) longer than the circumference of the globe, could a flea, a mouse, or even a person creep under it?
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
Some students may multiply the circumference by the constant of proportionality instead of dividing by it. Prompt them to consider whether the diameter can be longer than the circumference of a circle.
Some students may struggle to divide by 3.1 if that is the constant of proportionality decided on in the previous lesson. Ask these students if they could use an easier number as their constant, and allow them to divide by 3 instead. Then ask them how their answer would have changed if they divided by 3.1.
Activity Synthesis
Display the table from the task statement for all to see. Ask students to share their answers and write these in the table, resolving any discrepancies.
Ask students if they noticed any connections between the tables and the graphs from the previous activity. Students will have used the equation
\(C=kd\)
, possibly without realizing it, to fill in the missing information so it is important for them to make this connection. To reinforce this connection, add the points from the table they just completed to the graph from the previous activity. Point out that the constant of proportionality appears in the table as the unit rate in the row with diameter 1 cm.
Ask if students have heard of the number
pi
or seen the symbol
\(\pi\)
. Define
\(\pi\)
as the exact value of the constant of proportionality for this relationship. Explain that the exact value of
\(\pi\)
is a decimal with infinitely many digits and no repeating pattern, so an approximation is often used. Frequently used approximations for
\(\pi\)
include
\(\frac{22} 7\)
, 3.14, and 3.14159, but none of these are exactly equal to
\(\pi\)
.


correct_option_index: 0