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 solve problems involving addition and subtraction.

Rewrite rational expressions.

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

Write and interpret numerical expressions.

Work with equal groups of objects to gain foundations for multiplication.

Work with radicals and integer exponents.

Write expressions in equivalent forms to solve problems.

Generate and analyze patterns.

Understand the connections between proportional relationships, lines, and linear equations.

Interpret the structure of expressions.

Create equations that describe numbers or relationships

Represent and solve equations and inequalities graphically.

Work with addition and subtraction equations.

Add and subtract within 20.

Solve equations and inequalities in one variable.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Analyze patterns and relationships.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Use polynomial identities to solve problems.

Gain familiarity with factors and multiples.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand and apply properties of operations and the relationship between addition and subtraction.

Use the four operations with whole numbers to solve problems.

Perform arithmetic operations on polynomials.

Represent and solve problems involving multiplication and division.

Understand properties of multiplication and the relationship between multiplication and division.

Solve systems of equations.

Multiply and divide within 100.

Understand the relationship between zeros and factors of polynomials.

Use properties of operations to generate equivalent expressions.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
problem_activity: Narrative
Previously, students matched diagrams and equations to situations with an unknown quantity. Here, they generate such equations, using a letter for the unknown quantity, solve problems, and explain how they know their answers makes sense. Students should be encouraged to use any solving strategy they feel comfortable with. If not yet addressed, mention that any letter can be used for the unknown quantity in their equation.
While this activity is focused on independent practice, encourage students to discuss the problem with a partner if needed. Though the task asks students to write an equation first, students may complete the task in any order that makes sense to them.
Students reason abstractly and quantitatively when they write an equation that represents the situation (MP2). They also practice making sense of a problem and its solution in terms of the context (MP1).
MLR5 Co-Craft Questions:
Keep books or devices closed. Display only the problem stem, without revealing the question, and ask students to write down possible mathematical questions that could be asked about the situation. Invite students to compare their questions before revealing the task. Ask, “What do these questions have in common? How are they different?” Reveal the intended questions for this task and invite additional connections.
Advances: Reading, Writing
Engagement: Develop Effort and Persistence.
Differentiate the degree of difficulty or complexity. Some students may benefit from starting with a familiar example or one with more accessible values before working independently on the three parts to the activity.
Supports accessibility for: Social-Emotional Functioning, Conceptual Processing
Launch
Groups of 2
“Stones are sometimes used to play games. One of the games that can be played with stones is mancala. In mancala, stones are moved from pit to pit and players try to capture the other player's stones. The picture shows a game of mancala in progress.”
“Now we're going to solve a problem about the stones in a game of mancala.”
“What are some ways you will be able to determine if your answer makes sense?” (I can estimate an answer using rounding. I can think about the size of the numbers in the problem.)
Share and record responses.
Activity
“Take some independent time to work on this problem. You can choose to solve the problem first or write the equation first.”
5–7 minutes: independent work time
Monitor for different ways students:
write an equation
represent the problem, such as by using a tape diagram
decide their answer makes sense, such as thinking about the situation or by rounding
Student Facing
Kiran is setting up a game of mancala. He has a jar of 104 stones.
From the jar, he takes 3 stones for each of the 6 pits on his side of the board.
How many stones are in the jar now?
[IMG]
Write an equation to represent the situation. Use a letter for the unknown quantity.
Solve the problem. Explain or show your reasoning.
Explain how you know your answer makes sense.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students don't find a solution to the problem, consider asking:
“What is this problem about? What can be counted or measured in this situation?”
“How could you represent the problem?”
Activity Synthesis
Invite students to share the equations they wrote.
Discuss differences in equations students wrote. Consider asking: “_____ wrote _____ and _____ wrote _____. How are those equations alike and different?” (I used a different letter for my unknown. I wrote
\(3\times6\)
instead of
\(6 \times 3\)
.)
Have several students share different strategies used to solve the problem. Try to feature a student-drawn tape diagram.
Consider asking:
“Did anyone solve the problem in a different way?”
“Did anyone use a tape diagram to solve?”
“How did you know if your answer made sense?”


correct_option_index: 22