few_shots: Example:
Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Your response:
Thought: This set of problems involves solving linear equations and pairs of linear equations.
Answer: L

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001392

8
options: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Use coordinates to prove simple geometric theorems algebraically.

Apply geometric concepts in modeling situations.

Make geometric constructions.

Experiment with transformations in the plane.

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

Explain volume formulas and use them to solve problems.

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).

Understand and apply theorems about circles.

Prove theorems involving similarity.

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

Prove geometric theorems.

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

Define trigonometric ratios and solve problems involving right triangles.

Understand and apply the Pythagorean Theorem.

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

Understand similarity in terms of similarity transformations.

Reason with shapes and their attributes.

Find arc lengths and areas of sectors of circles.

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

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

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

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

Apply trigonometry to general triangles.

Understand congruence in terms of rigid motions.
problem_activity: Activity
The proof that if a point
\(C\)
is the same distance from
\(A\)
as it is from
\(B\)
, then
\(C\)
must be on the perpendicular bisector of
\(AB\)
is challenging. Students may struggle to make sense of what it means to prove that a point must be on a line. This proof, like the proof of the Isosceles Triangle Theorem, requires thinking carefully about how to define an auxiliary line.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Arrange students in groups of 2. Use the Notice and Wonder instructional routine with this image to launch the activity.
Display the image for all to see. Ask student to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice with their partner, followed by a whole-class discussion.
\(\overline{AP} \cong \overline{BP}\)
[IMG]
Things students may notice:
It’s a triangle.
Segment
\(PA\)
is congruent to segment
\(PB\)
.
Angle
\(A\)
is congruent to angle
\(B\)
(by the Isosceles Triangle Theorem).
There’s a dotted line.
Things students may wonder:
Is the dotted line the line of symmetry?
Is the dotted line the angle bisector of angle
\(APB\)
?
Is the dotted line the perpendicular bisector of segment
\(AB\)
?
The purpose of this launch is to elicit the idea that special lines through
\(P\)
when segments
\(PA\)
and
\(PB\)
are congruent have many overlapping properties, which will be useful when students draw auxiliary lines later in this activity. While students may notice and wonder many things about these images, wondering about the line through
\(P\)
is an important focus of the discussion.
If students have access to GeoGebra Geometry from Math Tools, suggest that it might be a helpful tool in this activity.
Reading, Listening, Conversing: MLR6 Three Reads.
Use a modified version of this routine to support reading comprehension of this problem. Use the first read to orient students to the situation. Ask students to describe what the situation is about (Diego, Jada, and Noah want to prove that if a point
\(C\)
is the same distance from
\(A\)
as it is from
\(B\)
, then
\(C\)
must be on the perpendicular bisector of
\(AB\)
.). Use the second read to identify geometric relationships stated by Diego, Jada, or Noah. Listen for and amplify important relationships such as “In Noah’s approach,
\(CD\)
is the angle bisector of angle
\(ACB\)
” and “In Jada’s approach,
\(D\)
is the midpoint of
\(AB\)
.” After the third read, ask students to brainstorm possible questions to help Jada and Noah prove that
\(CD\)
must be the perpendicular bisector of
\(AB\)
. This routine will help students make sense of the language in the word problem and the reasoning needed to solve the problem.
Design Principle(s): Support sense-making
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students access to written directions, word problems, and other text-based content.
Supports accessibility
for:
Language; Conceptual processing
Student Facing
Diego, Jada, and Noah were given the following task:
Prove that if a point
\(C\)
is the same distance from
\(A\)
as it is from
\(B\)
, then
\(C\)
must be on the perpendicular bisector of
\(AB\)
.
At first they were really stuck. Noah asked, “How do you prove a point is on a line?” Their teacher gave them the hint, “Another way to think about it is to draw a line that you know
\(C\)
is on, and prove that line has to be the perpendicular bisector.”
They each drew a line and thought about their pictures. Here are their rough drafts.
Diego’s approach: “I drew a line through
\(C\)
that was perpendicular to
\(AB\)
and through the midpoint of
\(AB\)
. That line is the perpendicular bisector of
\(AB\)
and
\(C\)
is on it, so that proves
\(C\)
is on the perpendicular bisector.”
[IMG]
Jada’s approach: “I thought the line through
\(C\)
would probably go through the midpoint of
\(AB\)
so I drew that and labeled the midpoint
\(D\)
. Triangle
\(ACB\)
is isosceles, so angles
\(A\)
and
\(B\)
are congruent, and
\(AC\)
and
\(BC\)
are congruent. And
\(AD\)
and
\(DB\)
are congruent because
\(D\)
is a midpoint. That made two congruent triangles by the Side-Angle-Side Triangle Congruence Theorem. So I know angle
\(ADC\)
and angle
\(BDC\)
are congruent, but I still don’t know if
\(DC\)
is the perpendicular bisector of
\(AB\)
.”
[IMG]
[IMG]
Noah’s approach: “In the Isosceles Triangle Theorem proof, Mai and Kiran drew an angle bisector in their isosceles triangle, so I’ll try that. I’ll draw the angle bisector of angle
\(ACB\)
. The point where the angle bisector hits
\(AB\)
will be
\(D\)
. So triangles
\(ACD\)
and
\(BCD\)
are congruent, which means
\(AD\)
and
\(BD\)
are congruent, so
\(D\)
is a midpoint and
\(CD\)
is the perpendicular bisector.”
With your partner, discuss each student’s approach.
What do you notice that this student understands about the problem?
What question would you ask them to help them move forward?
Using the ideas you heard and the ways you think each student could make their explanation better, write your own explanation for why
\(C\)
must be on the perpendicular bisector of
\(A\)
and
\(B\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Elena has another approach: “I drew the line of reflection. If you reflect across
\(C\)
, then
\(A\)
and
\(B\)
will switch places, meaning
\(A'\)
coincides with
\(B\)
, and
\(B'\)
coincides with
\(A\)
.
\(C\)
will stay in its place, so the triangles will be congruent.”
1. What feedback would you give Elena?
2. Write your own explanation based on Elena‘s idea.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Remind students who struggle with their critique or edits to make use of the tips from the display, such as asking for 3 statements and 3 reasons, or looking for congruent triangles.
Activity Synthesis
Focus discussion on what students proved and the implications. Display the image from the launch of this activity, and ask what must be true about this image, based on what they just proved. (The dotted line is the perpendicular bisector of
\(AB\)
. The dotted line is the line of reflection of
\(AB\)
.)
\(\overline{AP} \cong \overline{BP}\)
[IMG]
Display this image of the construction of a perpendicular bisector and ask students how what they just proved explains why this construction works. (Both circles have radius
\(AB\)
, so the intersection points of the circles are the same distance from
\(A\)
and
\(B\)
. Therefore, both intersection points are on the perpendicular bisector of
\(AB\)
.)
[IMG]
Ask students to add part 1 of the Perpendicular Bisector Theorem to their reference charts as you add it to the class reference chart:
If a point
\(C\)
is the same distance from
\(A\)
as it is from
\(B\)
,
\(C\)
must be on the
perpendicular bisector
of
\(AB\)
. (Theorem)
\(\overline{AC} \cong \overline{BC}\)
, so
\(C\)
is on the line through midpoint
\(M\)
perpendicular to
\(\overline{AB}\)
[IMG]


correct_option_index: 13