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: Calculate expected values and use them to solve problems.

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

Interpret linear models.

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

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

Understand and evaluate random processes underlying statistical experiments.

Investigate patterns of association in bivariate data.

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

Draw informal comparative inferences about two populations.

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

Use probability to evaluate outcomes of decisions.

Develop understanding of statistical variability.

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

Summarize and describe distributions.

Use random sampling to draw inferences about a population.
problem_activity: Activity
Students practice using precise wording (MP6) to describe the positive or negative association between two variables given scatter plots of data.
Launch
Display the scatterplot for all to see. Remind students that we investigated the relationship between car weight and fuel efficiency earlier.
[IMG]
Ask students how they would describe the relationship between weight and fuel efficiency. After 30 seconds of quiet think time, select 1–2 students to share their responses. (The scatter plot shows that for these cars, as the weight of a car increases, its fuel efficiency decreases.)
Give students 3–5 minutes to construct similar sentences to describe scatter plots of three other data sets followed by a whole-class discussion.
Student Facing
For each scatter plot, decide if there is an association between the two variables, and describe the situation using one of these sentences:
For these data, as ________________ increases, ________________ tends to increase.
For these data, as ________________ increases, ________________ tends to decrease.
For these data, ________________ and ________________ do not appear to be related.
[IMG]
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may assume they need to use each sentence exactly one time. Let them know it is acceptable to use a sentence more than once and that it is acceptable to not use a sentence.
Activity Synthesis
The purpose of the discussion is to talk about trends in data based on the representations in scatter plots.
Consider asking some of the following questions:
“Is it surprising that the price decreases as mileage increases? Why doesn’t mileage predict price perfectly?” (There are other factors, like whether the car has any damage or has any extra features.)
“Is it surprising that heavier diamonds cost more? Why doesn’t weight predict price perfectly?” (There are other factors, like the cut, the clarity, etc.)
“Is it surprising that energy consumption goes up as the temperature increases?” (No, because of air conditioning.)
For the last scatter plot, highlight the outliers by asking:
“What might cause more energy consumption on a cool day?” (Laundry, using power tools, etc.)
“What might cause less energy consumption on a hot day?” (Being gone from home, etc.)
Students may notice that the association between high temperature and energy consumed is more variable than the other situations. There is still a positive association or positive trend, but we would describe the association as “weaker.”
Speaking: MLR8 Discussion Supports.
Use this routine to amplify mathematical uses of language to communicate about the relationship between the two quantities represented in each scatter plot. As students describe the trends, press for details by requesting that students challenge an idea, elaborate on an idea, or give an example of their process. Revoice student ideas to model mathematical language use in order to clarify, apply appropriate language, and involve more students.
Design Principle(s): Support sense-making; Optimize output (for explanation)


correct_option_index: 6