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

Experiment with transformations in the plane.

Prove theorems involving similarity.

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

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

Apply geometric concepts in modeling situations.

Understand and apply the Pythagorean Theorem.

Understand and apply theorems about circles.

Use coordinates to prove simple geometric theorems algebraically.

Understand congruence in terms of rigid motions.

Analyze, compare, create, and compose shapes.

Explain volume formulas and use them to solve problems.

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

Define trigonometric ratios and solve problems involving right triangles.

Find arc lengths and areas of sectors of circles.

Reason with shapes and their attributes.

Understand similarity in terms of similarity transformations.

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

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

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

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

Make geometric constructions.

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

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

Prove geometric theorems.

Apply trigonometry to general triangles.

Classify two-dimensional figures into categories based on their properties.
problem_activity: Optional activity
In this activity, students compute the length of a figure that is composed of half-circles and straight line segments. For the first question, they are given the length of the line segments and the diameter of the circle. For the second question, students have to compute the diameter of the circle.
As students work, monitor for students who decomposed the figure in different ways and used different approximations of
\(\pi\)
. The discussion focuses on whether the differences lead to meaningful differences in the estimate for the distance around the track.
Launch
If desired, introduce the context of a running track. Allow students to choose what approximation to use for
\(\pi\)
. Quiet work time followed by partner discussion.
Action and Expression: Internalize Executive Functions.
Provide students with a graphic organizer to organize the information provided in the problem and to structure their problem-solving strategy. The graphic organizer should include the prompts: “What do I need to find out?”, “What do I need to do?”, and “How I solved the problem.”
Supports accessibility for: Language; Organization
Speaking, Writing: MLR5 Co-Craft Questions.
To help students understand the situation, display the image of the running track, and ask students to write down possible mathematical questions they could ask. Listen for, and amplify language students use to describe different parts of the track (inside and outside), half-circles, straight line segments, etc. Then, invite pairs to share their questions with the class. This will help students produce the language of mathematical questions, and support common understanding of the situation.
Design Principle(s): Maximize meta-awareness; Support sense-making
Student Facing
The field inside a running track is made up of a rectangle that is 84.39 m long and 73 m wide, together with a half-circle at each end.
[IMG]
What is the distance around the inside of the track? Explain or show your reasoning.
The track is 9.76 m wide all the way around. What is the distance around the outside of the track? Explain or show your reasoning.
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
This size running track is usually called a 400-meter track. However, if a person ran as close to the “inside” as possible on the track, they would run less than 400 meters in one lap. How far away from the inside border would someone have to run to make one lap equal exactly 400 meters?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
If students have trouble seeing the circle and rectangle that compose the figure, suggest that they draw additional lines to decompose the figure.
Students might apply the formula for the circumference of a circle to find the circumference of the oval-shaped field and track. If this happens, remind students that the track is not in the shape of a circle. Ask if they see a way to form a circle and a rectangle within the space.
Students who are familiar with the fact that this size track is referred to as a 400-meter track may be confused when their answer does not equal 400 meters. Explain that a runner does not run right on the edge of the track and possibly direct the student to look at the extension.
Activity Synthesis
Most of the discussion will occur in small groups. However, the whole class can debrief on the following questions:
“In what ways did you decompose the figure into different shapes?”
“Why did you choose a particular approximation for
\(\pi\)
, and what was the resulting answer?”
“How are different students’ answers related, and are they all reasonable lengths for this situation?”
Students who use more digits for their approximation of
\(\pi\)
may come up with a slightly different answer, such as 398.1. In general, when making calculations, if only an estimate is desired, then using 3.14 for
\(\pi\)
is usually good enough. In a situation like this, where the given measurements are quite precise, it can be worth trying more digits in the expansion of
\(\pi\)
, but it turns out not to make much difference in this case.


correct_option_index: 23