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

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

Use coordinates to prove simple geometric theorems algebraically.

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

Classify two-dimensional figures into categories based on their properties.

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

Experiment with transformations in the plane.

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

Apply trigonometry to general triangles.

Apply geometric concepts in modeling situations.

Define trigonometric ratios and solve problems involving right triangles.

Explain volume formulas and use them to solve problems.

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

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

Understand similarity in terms of similarity transformations.

Understand and apply the Pythagorean Theorem.

Understand and apply theorems about circles.

Find arc lengths and areas of sectors of circles.

Reason with shapes and their attributes.

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

Analyze, compare, create, and compose shapes.

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

Make geometric constructions.

Prove theorems involving similarity.

Understand congruence in terms of rigid motions.

Prove geometric theorems.

Translate between the geometric description and the equation for a conic section.
problem_activity: Activity
In this activity, students work together to investigate rotation symmetry and communicate their thinking in a visual display. As you monitor, ask groups if they have found all possible angles of rotation that produce symmetry and to explain how they know these angles apply to all shapes of that type.
Launch
Arrange students in the same groups as the previous class. Provide each group with tools for creating a visual display. Assign each group a different shape from Self Reflection and provide enough copies of the shape for everyone in the group.
Give students 5 minutes of work time followed by 5 minutes to put together their visual display. Explain that they will not have enough time to make the visual display perfect, so the purpose is just to get their rough ideas down in an organized way.
Student Facing
Determine all the angles of rotation that create symmetry for the shape your teacher assigns you. Create a visual display about your shape. Include these parts in your display:
the name of your shape
the definition of your shape
drawings of each rotation that creates symmetry
a description in words of each rotation that creates symmetry, including the center, angle, and direction of rotation
one non-example (a description and drawing of a rotation that does
not
result in symmetry)
Student Response
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click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Finite figures, like the shapes we have looked at in class, cannot have translation symmetry. But with a pattern that continues on forever, it is possible. Patterns like this one that have translation symmetry in only one direction are called
frieze patterns
.
[IMG]
What are the lines of symmetry for this pattern?
What angles of rotation produce symmetry for this pattern?
What translations produce symmetry for this pattern if we imagine it extending horizontally forever?
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 this discussion is to identify what types of shapes have rotation symmetry.
Ask groups to display their visual displays in the classroom for all to see in order of the number of angles of rotation that create symmetry for their shape. They will have to communicate with other groups to accomplish this. If possible, display the reflection symmetry visual displays from the previous class for comparison.
Invite students to do a “gallery walk” in which they leave written feedback on sticky notes for the other groups. Here is guidance for the kind of feedback students should aim to give each other:
Was there anything about the organization of the visual display that made the ideas especially clear? Was there anything about the organization that could be improved?
Was there anything about the way the ideas are explained that made the ideas especially clear? Was there anything about the explanations that could be improved?
Are there any angles of rotation creating symmetry that the group missed?
Are there any angles of rotation that don’t create symmetry for
all
shapes of the given type?
After the gallery walk, ask students to share their observations about rotation symmetry. Consider asking:
“Which shapes had the fewest angles of rotation that created symmetry? Which had the most?” (The isosceles trapezoid does not have rotation symmetry because the only rotations that take it to itself are 0 degrees or 360 degrees. For the circle, any angle of rotation creates symmetry.)
“What do you notice about the order of the shapes in terms of reflection symmetry versus the order of the shapes in terms of rotation symmetry?” (The circle has the most lines of symmetry and the most angles of rotation that create symmetry. It seems to be the most symmetric shape overall. The parallelogram that is not a rhombus has 180 degree rotation symmetry, but no lines of symmetry; but the rhombus has both 180 degree rotation symmetry and 2 lines of symmetry.)
If questions about 0 or 360 degree rotations come up, explain that all shapes, no matter how strange, look the same when rotated by 0 degrees or 360 degrees. If these rotations are the only ones that take the shape to itself, then it is
not
considered to have rotation symmetry.
Speaking: MLR 7 Compare and Connect.
Use this routine when students present their categories and their sequence of rotations, translations, and reflections to get from the original figure to the image. Ask students to consider what is the same and what is different about the sequences of transformations. Draw students' attention to the way that transformations are described precisely (i.e., order, numbers, words). These exchanges strengthen students' mathematical language use and reasoning about transformations.
Design Principle(s): Maximize meta-awareness
Engagement: Develop Effort and Persistence.
Break the class into small group discussion groups and then invite a representative from each group to report back to the whole class.
Supports accessibility for: Language; Social-emotional skills; Attention


correct_option_index: 6