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: Understand ratio concepts and use ratio reasoning to solve problems.

Analyze proportional relationships and use them to solve real-world and mathematical problems.
problem_activity: Optional activity
The purpose of this activity is for students to choose how they can apply math concepts and strategies to a problem arising in a real-world context: predicting whether a restaurant will make a profit.
After students have estimated the monthly cost of their ongoing expenses on their list, poll the class on their total estimated monthly costs.
If students have completed the previous lesson about using spreadsheets to calculate the cost of ingredients for one serving of their recipe, they can use that as the basis for calculating the percentage of the markup. If students have not calculated the cost of ingredients in a previous lesson, then tell students that the
ingredients
for one serving of a meal typically cost about:
$
2 for a fast-food restaurant
$
5 for a casual sit-down restaurant
$
10 to
$
25 for a formal sit-down restaurant
Launch
Point out that restaurants have many more expenses than just the cost of the food. Give students quiet work time followed by partner discussion.
Consider having students pause their work after the first question so that you can record their answers displayed for all to see, and all students will have access to this same information for the rest of the activity.
Speaking, Listening, Writing: MLR1 Stronger and Clearer Each Time.
Use this routine after students have assessed the profitability of Restaurant A. Ask students to share their thinking with 2–3 consecutive partners. With each share, encourage listeners to push students for clarity in mathematical language (e.g., “How do you know the restaurant is making a profit?”). With each share, students’ organization of steps should get stronger and the explanations of reasoning should get clearer. This helps students to use mathematical language as they explain their profit analysis.
Design Principle(s): Optimize output (for explanation); Cultivate conversation
Student Facing
Restaurants have many more expenses than just the cost of the food.
Make a list of other items you would have to spend money on if you were running a restaurant.
Identify which expenses on your list depend on the number of meals ordered and which are independent of the number of meals ordered.
Identify which of the expenses that are independent of the number of meals ordered only have to be paid once and which are ongoing.
Estimate the monthly cost for each of the ongoing expenses on your list. Next, calculate the total of these monthly expenses.
Tell whether each restaurant is making a profit or losing money if they have to pay the amount you predicted in ongoing expenses per month. Organize your thinking so it can be followed by others.
Restaurant A sells 6,000 meals in one month, at an average price of
$
17 per meal and an average cost of
$
4.60 per meal.
Restaurant B sells 8,500 meals in one month, at an average price of
$
8 per meal and an average cost of
$
2.20 per meal.
Restaurant C sells 4,800 meals in one month, at an average price of
$
29 per meal and an average cost of
$
6.90 per meal.
Predict how many meals your restaurant would sell in one month.
How much money would you need to charge for each meal to be able to cover all the ongoing costs of running a restaurant?
What percentage of the cost of the ingredients is the markup on your meal?
Student Response
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Activity Synthesis
Poll the class on whether they think each of the restaurants A, B, and C made money for the month. Select students to share their reasoning.
Note: The way the problem is written, there is not just one correct answer to the question. Whether or not each restaurant made money depends on how much the students estimated for the total monthly expenses (excluding food).
|               if students estimated the total ongoing expenses (excluding food) to be:               | restaurants that would have made money | restaurants that would have lost money |
|------------------------------------------------------------------------------------------------------|----------------------------------------|----------------------------------------|
|                                            below $49,300                                             |                                        |                                        |
| between                   $                  49,300 and                   $                  74,400  |                                        |                                        |
| between                   $                  74,400 and                   $                  106,080 |                                        |                                        |
|                                            above $106,080                                            |                                        |                                        |
Next, ask students to trade with a partner, and check their work for calculating the percentage of the mark up.
Ask students to discuss:
“How does the amount you plan to charge for each meal compare to your partner’s amount?”
“How does your mark up percentage compare to your partner’s percentage?”
Consider telling students that many restaurant owners use 300% as an estimate of a good percentage for the mark up on their meals to be able to make a profit. That means the price of the meal is 4 times what the cost of the ingredients were.


correct_option_index: 1