few_shots: Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
Thought: An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.
Answer: B

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Standard options: 
A. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
B. Solve quadratic equations in one variable.


Your response:
Thought: This task shows one quadratic equation with one variable, x.
Answer: B

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 $P$.


Standard options: 
A. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
B. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.


Your response:
Thought: This task asks students to draw a ray that bisects an angle. The act of drawing circles and rays may involve compass and straightedge or dynamic geometric software.
Answer: A

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001894

HS_0

im_task_000870

HS_1

im_task_001160

HS_2
options: Understand ordering and absolute value of rational numbers.

Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
problem_activity: Warm-up
The purpose of this warm-up is for students to review plotting and labeling points that include negative coordinates and use repeated reasoning to generalize patterns in the coordinates of points in each quadrant (MP8).
Digital
Launch
Arrange students in groups of 4. Assign each person in a group a different quadrant. Tell students you will give them 2 minutes to plot and label at least three points in their assigned quadrant, and up to six if they have time. Give students 2 minute of quiet work time. Give students 4 minutes to share their points and their coordinates with their small group and look for patterns in the coordinates of points in each quadrant. Follow with whole-class discussion.
Though the paper and pencil version may be preferred, a digital applet is available for this activity.
Student Facing
Plot points in your assigned quadrant and label them with their coordinates.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 4. Assign each person in a group a different quadrant. Tell students you will give them 2 minutes to plot and label at least three points in their assigned quadrant, and up to six if they have time. Give students 2 minute of quiet work time. Give students 4 minutes to share their points and their coordinates with their small group and look for patterns in the coordinates of points in each quadrant. Follow with whole-class discussion.
Though the paper and pencil version may be preferred, a digital applet is available for this activity.
Student Facing
Plot points in your assigned quadrant and label them with their coordinates.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
The focus of the discussion is for students to explain why the following patterns emerge:
In quadrants I and IV, the x-coordinate of a point (or the first number in an ordered pair) is positive.
In quadrants II and III, the x-coordinate of a point is negative.
In quadrants I and II, the y-coordinate of a point (or the second number in an ordered pair) is positive.
In quadrants III and IV, the y-coordinate of a point in is negative.
Ask the students to share any patterns they noticed among the coordinates of the points in each quadrant. After each student shares, ask the rest of the class if they noticed the same pattern within their small group. Record and display these patterns for all to see. If possible, plot and label a few example points in each quadrant based on students' observations.


correct_option_index: 1