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: Perform operations on vectors.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Use complex numbers in polynomial identities and equations.

Use properties of rational and irrational numbers.

Reason quantitatively and use units to solve problems.

Represent complex numbers and their operations on the complex plane.

Perform operations on matrices and use matrices in applications.

Perform arithmetic operations with complex numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Apply and extend previous understandings of numbers to the system of rational numbers.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Represent and model with vector quantities.

Compute fluently with multi-digit numbers and find common factors and multiples.

Extend the properties of exponents to rational exponents.
problem_activity: Activity
This activity prompts students to create expressions to represent the quantities and relationships in a situation and engages them in mathematical modeling.
Students plan a pizza party and present a cost estimate. To do so, they need to consider relevant variables, make assumptions and estimates, perform calculations, and adjust their thinking along the way (MP4). Some students may choose to perform research and revise their models as they gather new information. There are many possible solutions to the task.
As students discuss their ideas, monitor for those who:
find and use actual data or exact values (for example, count the number of students in the class, research the cost of a large pizza at a nearby shop, or quickly survey the class for topping preferences)
estimate quantities based on prior knowledge (for example, the cost of a large pizza in a recent purchase, or the number of slices they and their friends generally consume at lunch time)
make assumptions about behaviors, preferences, or quantities (for instance, assume that a certain percentage of the class prefers a certain topping)
Launch
Ask students if they have ever been in charge of planning a party. Solicit a few ideas of what party planners need to consider. Ask students to imagine being in charge of a class pizza party. Explain that their job is to present a plan and a cost estimate for the party.
Arrange students in groups of 4. Provide access to calculators and, if feasible and desired, access to the internet for researching pizza prices. Students can also make estimates based on prior experience, refer to printed ads, or use their personal device to look up pricing information.
Limit the time spent on the first question to 7–8 minutes and pause the class before students move on to subsequent questions. Give groups of students 1–2 minutes to share their proposals with another group. Then, select a few groups who used contrasting strategies (such as those outlined in the Narrative) to briefly share their plans with the class. Record or display their plans for all to see.
Next, ask students to complete the remaining questions. If needed, give an example of an expression that can be written to represent a cost calculation.
Student Facing
Imagine your class is having a pizza party.
Work with your group to plan what to order and to estimate what the party would cost.
[IMG]
Record your group’s plan and cost estimate. What would it take to convince the class to go with your group’s plan? Be prepared to explain your reasoning.
Write down one or more expressions that show how your group’s cost estimate was calculated.
In your expression(s), are there quantities that might change on the day of the party? Which ones?
Rewrite your expression(s), replacing the quantities that might change with letters. Be sure to specify what the letters represent.
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
Find a pizza place near you and ask about the diameter and cost of at least two sizes of pizza. Compare the cost per square inch of the sizes.
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
If students do not understand what is meant by “quantities that might change,” ask them if it is more likely that the cost of a pepperoni pizza increases on the day of the party, or that some students are absent that day. In a model that incorporates both of these quantities, they may wish to use a number for the cost of each type of pizza and a letter for the number of students present that day.
Activity Synthesis
Invite groups who did not previously share their plans to share the expressions they wrote and explain what the expressions represent. After each group shares, ask if others calculated the costs the same way but wrote different expressions.
As students present their expressions, record the quantities that they mention and display them for all to see. Some examples:
the number of students in the class
the number of pizza slices per person
the cost of delivery
the price per topping
Briefly discuss the quantities that students anticipate would change (and therefore would replace with letters).
Explain to students that the expressions they have written are examples of mathematical
models
. They are mathematical representations of a situation in life that can be used to make sense of problems and solve them. We will look more closely at how expressions could represent the quantities in a situation like party planning, which involves certain conditions or requirements.
Representing, Conversing: MLR7 Compare and Connect.
As students share their plans with the class, call students’ attention to the different ways the quantities are represented in expressions, and to the different expressions that represent the same quantity. Take a close look at the contrasting strategies used within the context of the situation. Wherever possible, amplify student words and actions that students use to revise their models by estimating quantities and making assumptions about the situation.
Design Principle(s): Maximize meta-awareness; Support sense-making


correct_option_index: 4