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: Understand and apply the Pythagorean Theorem.

Find arc lengths and areas of sectors of circles.

Experiment with transformations in the plane.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Define trigonometric ratios and solve problems involving right triangles.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply geometric concepts in modeling situations.

Analyze, compare, create, and compose shapes.

Explain volume formulas and use them to solve problems.

Visualize relationships between two-dimensional and three-dimensional objects.

Reason with shapes and their attributes.

Apply trigonometry to general triangles.

Use coordinates to prove simple geometric theorems algebraically.

Understand and apply theorems about circles.

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

Solve real-world and mathematical problems involving area, surface area, and volume.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Prove theorems involving similarity.

Translate between the geometric description and the equation for a conic section.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Make geometric constructions.

Understand congruence in terms of rigid motions.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Classify two-dimensional figures into categories based on their properties.
problem_activity: Activity
Students combine their experience with solids of rotation and their understanding of cylinder volume.
No specific directions are given in regard to specifying how students should express their volume answer. Monitor for students who leave their answers in terms of
\(\pi\)
and those who found an approximate decimal answer.
Launch
Action and Expression: Develop Expression and Communication.
Maintain a display of important terms and vocabulary. During the launch, take time to review the following terms from previous lessons that students will need to access for this activity: axis of rotation, solid of rotation, volume of a cylinder.
Supports accessibility for: Memory; Language
Student Facing
Suppose each two-dimensional figure is rotated around the vertical axis shown. Each small square in the grid represents 1 square centimeter.
A
[IMG]
B
[IMG]
For each solid:
Either sketch
or
describe in words the three-dimensional solid that would form.
Find the solid’s volume.
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?
Given a cylinder with radius
\(r\)
and height
\(h\)
, write an expression for the volume if each of these changes were made.
The height is tripled to
\(3h\)
and the radius remains
\(r\)
.
The radius is tripled to
\(3r\)
and the height remains
\(h\)
.
Given a cube of side length
\(s\)
, write an expression for the volume if the side length were tripled to
\(3s\)
.
Which change affected the shape’s volume the most? The least? Explain or show your reasoning.
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 struggle to visualize the rotated figures. For the L shape, encourage them to divide it into smaller pieces and consider each independently. For the rectangle, remind them of the doughnut cross section they drew in a previous lesson.
Activity Synthesis
In the discussion, explore different aspects of the calculations students made. Invite one student who left the answer in terms of
\(\pi\)
and another who found a decimal answer to share their results. Remind students that the former is called an exact answer, while the latter is called an approximate answer because the value of
\(\pi\)
needs to be approximated and rounded to find a decimal answer. Emphasize that the choice of expression depends on the situation at hand.
If time permits, ask students would would happen if the first figure were rotated around the horizontal axis formed by the bottom edge of the figure. Challenge them to decide if the volume would be the same as with the rotation around the given vertical axis. (The volume of this figure would actually be
\(99\pi\)
cubic centimeters.)
Speaking: MLR8 Discussion Supports.
As students share their sketches or descriptions of the three-dimensional solid that would form, press for details by asking how they know that the first figure would form two cylinders after a rotation around the vertical axis. Also, ask how they know that the cylinder on top will have a radius of 2 cm and the cylinder at the bottom will have a radius of 5 cm. This will help students justify their reasoning for the measurements of the cylinders in their sketches or descriptions.
Design Principle(s): Support sense-making; Optimize output (for justification)


correct_option_index: 8

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