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: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Describe and compare measurable attributes.

Tell and write time.

Measure and estimate lengths in standard units.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Represent and interpret data.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Relate addition and subtraction to length.

Measure lengths indirectly and by iterating length units.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Convert like measurement units within a given measurement system.

Work with time and money.

Classify objects and count the number of objects in each category.
problem_activity: Narrative
The purpose of this activity is for students to analyze a line plot that represents lengths that are measured to the nearest half inch. They make observations and write statements about the data represented in the line plot, and then generate questions that could be answered with the line plot. When students recognize how organizing data helps to read the information and to answer questions, they learn that line plots are a powerful tool to present data (MP5).
Launch
Groups of 2
Display the list and line plot.
“The list and the line plot both show the heights of seedlings. A seedling is a young plant. Where have you seen seedlings before?” (At the park. In a garden.)
“Looking at the list, can we tell the height of the shortest seedling?” (Yes,
\(\frac{1}{2}\)
inch). “What about the tallest seedling?” (Yes, 5 inches)
“Draw a quick sketch of the shortest seedling and the tallest seedling at their actual heights. Use what you know about the length of an inch.”
1 minute: independent work time
“Share your sketches with your partner.”
“What else can we tell about the seedlings from looking at the list?” (Twenty-two seedlings were measured. There are two seedlings that are 3 inches tall.)
1 minute: partner discussion
Share responses.
Activity
“Now, take a close look at the line plot. Think about what information we can gather from the line plot and what questions it can help to answer.”
“Work with your partner to complete these problems.”
7–10 minutes: partner work time
Student Facing
heights of seedlings (in inches)
\(\frac{1}{ 2}\)
1
1
\(\frac{1}{ 2}\)
\(1\frac{1}{ 2}\)
\(2\frac{1}{ 2}\)
4
\(\frac{1}{ 2}\)
3
\(1\frac{1}{ 2}\)
5
\(1\frac{1}{2}\)
\(1\frac{1}{2}\)
\(2\frac{1}{2}\)
3
\(\frac{1}{2}\)
\(2\frac{1}{2}\)
\(1\frac{1}{2}\)
1
\(1\frac{1}{2}\)
4
2
[IMG]
[IMG]
Write 3 statements about the measurements represented in the line plot.
What questions could be answered more easily with the line plot than the list? Write at least 2 questions.
Student Response
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Activity Synthesis
Display the list and the line plot.
“How is the information displayed in the line plot different from that in the list?” (In the line plot, all the measurements that are the same length are together. The measurements go from smallest to largest along the bottom. In the line plot, we don’t keep writing the numbers over and over, we would just use an x for each measurement.)
“What were some questions that could be more easily answered with the line plot than the list?” (“How many seedlings were 3 inches tall?” because we could just count the x’s at 3 instead of searching through the list. “What’s the shortest seedling?” because we can find the x on the left end of the scale. “Which seedling height was the most common?” because we can see which number has the most x’s.)


correct_option_index: 5