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: Use random sampling to draw inferences about a population.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Calculate expected values and use them to solve problems.

Summarize, represent, and interpret data on a single count or measurement variable.

Develop understanding of statistical variability.

Interpret linear models.

Draw informal comparative inferences about two populations.

Understand independence and conditional probability and use them to interpret data.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Summarize and describe distributions.

Investigate patterns of association in bivariate data.

Investigate chance processes and develop, use, and evaluate probability models.

Understand and evaluate random processes underlying statistical experiments.

Use probability to evaluate outcomes of decisions.
problem_activity: Optional activity
Since this activity is mainly included for practice and may take some additional time to complete, it is included as an optional task and including it is up to the teacher’s discretion.
In this activity, students practice doing many trials of multi-step situations to estimate the probability of an event. In the discussion following the activity, students construct arguments (MP3) about how changes to the game might affect the probability of winning.
Launch
Arrange students in groups of 3. Provide each group with a paper bag containing 2 black blocks and 2 white blocks inside. If black and white blocks are not available, instruct students on their color equivalents. Give students 5 minutes to run the simulation, 5 minutes for partner discussion, then have a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Provide students with a graphic organizer for recording their results and calculations of probability of winning Kiran’s game.
Supports accessibility for: Language; Organization
Student Facing
Kiran invents a game that uses a board with alternating black and white squares. A playing piece starts on a white square and must advance 4 squares to the other side of the board within 5 turns to win the game.
[IMG]
For each turn, the player draws a block from a bag containing 2 black blocks and 2 white blocks. If the block color matches the color of the next square on the board, the playing piece moves onto it. If it does not match, the playing piece stays on its current square.
Take turns playing the game until each person in your group has played the game twice.
Use the results from all the games your group played to estimate the probability of winning Kiran’s game.
Do you think your estimate of the probability of winning is a good estimate? How could it be improved?
Student Response
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Student Facing
Are you ready for more?
How would each of these changes, on its own, affect the probability of winning the game?
Change the rules so that the playing piece must move 7 spaces within 8 moves.
Change the board so that all the spaces are black.
Change the blocks in the bag to 3 black blocks and 1 white block.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
The purpose of the discussion is for students to think about how changing the rules of the game might change the probability of winning.
Collect the data from the class for the number of wins and display the results for all to see.
Consider asking these discussion questions:
“Based on the class’s data, estimate the probability of winning the game.” (The theoretical probability of winning is
\(\frac{3}{16} \approx 0.19\)
.)
“Does the game seem too easy or hard to win? If so, how could Kiran change the game slightly to make it harder or easier?” (If it is too hard, move the pawn closer to the end or allow more than 5 moves to win.)
“The bag contained 2 black and 2 white blocks. If the bag had 4 blocks of each color, would that make it easier or harder to win?” (Neither. It would be the same difficulty since there is still an equal chance to get each color.)
“Do you think the estimate from the class’s data is a better estimate than the one you got on your own?” (Since there is more data from the entire class, it should be a better estimate than one individual’s.)
Reading, Writing, Speaking: MLR3 Clarify, Critique, Correct.
Before students share their estimated probability of winning Kiran’s game, present an incorrect solution based on a misconception that arises when conducting a few trial simulations. For example: “The probability of winning Kiran’s game is zero because nobody in our group won in all of the six games played.” Ask students to identify the error, critique the reasoning, and revise the original statement. As students discuss in partners, listen for students who state that estimating the probability of winning based on only six trials will not result in an accurate estimate. Therefore, more trials must be conducted in order to improve the estimate of the probability of winning. This routine will engage students in meta-awareness as they critique and correct the language used to estimate the probability of winning a game.
Design Principles(s): Cultivate conversation; Maximize meta-awareness


correct_option_index: 12