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: 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.

Understand and evaluate random processes underlying statistical experiments.

Interpret linear models.

Use random sampling to draw inferences about a population.

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

Draw informal comparative inferences about two populations.

Calculate expected values and use them to solve problems.

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

Investigate patterns of association in bivariate data.

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

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

Summarize and describe distributions.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
problem_activity: Activity
The mathematical purpose of this activity is to give students a chance to practice finding data displays that represent the distribution of the same data set and using precise vocabulary for describing the shape of the distributions while taking turns matching cards. Students trade roles explaining their thinking and listening, providing opportunities to explain their reasoning and critique the reasoning of others (MP3).
Launch
Arrange students in groups of 2. Display the images of the dot plot and histogram. Ask students what they notice and wonder.
[IMG]
[IMG]
If it does not come up, help students notice that these two data displays show the same data in different formats. They can also be described as skewed right.
Give each group a set of cut-up cards. Explain that a match is two different displays that represent the distribution of the same set of data. Ask students to take turns: the first partner identifies a match, explains why they think it is a match, then describes the distribution while the other student listens and works to understand. Then they switch roles.
Student Facing
Take turns with your partner matching 2 different data displays that represent the distribution of the same set of data.
For each set that you find, explain to your partner how you know it’s a match.
For each set that your partner finds, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
When finished with all ten matches, describe the shape of each distribution.
Student Response
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for free access to Student Response.
Anticipated Misconceptions
For students having trouble with the uniform distribution histograms, remind them that the lower bound for each interval is included and the upper bound is not. Ask them why this might change the last bar in each of these histograms. Some students may not know where to start to match data displays. You can tell them to look at the lowest and highest values as a starting point to finding similarities between two representations.
Activity Synthesis
Once all groups have completed the matching, discuss the following:
“Which matches were tricky? Explain why.” (The uniform distributions may be difficult.)
“What vocabulary was useful to describe the shape of the distribution?” (symmetric, skewed, uniform, bimodal, bell-shaped)
“Were there any matches that could be described by more than one of these vocabulary terms?” (Yes, symmetric or skewed can also be used with some of the other terms for some of the distributions.)
If necessary, ask students to revoice less formal descriptions of the shape of the distribution using formal language including:
Symmetric distribution
Skewed distribution
Uniform distribution
Bimodal distribution
Bell-shaped distribution
Speaking, Listening: MLR 7 Compare and Connect.
Ask students to prepare a visual display of their sorted cards. As students investigate each others’ work, ask students to share what worked well in a particular approach. Listen for and amplify any comments about the use of the words symmetric, skewed, bimodal, bell-shaped, and uniform to compare the two different displays. Then encourage students to make connections between the various ways to describe the different distributions. Revoice language students use to explain that the two different displays are equivalent. This will foster students’ meta-awareness and support constructive conversations as they compare and connect data displays that represent the same distribution.
Design Principle(s): Cultivate conversation; Maximize meta-awareness
Action and Expression: Internalize Executive Functions.
Provide students with a graphic organizer with the phrase “shapes of distributions” at the center, connecting to it all the related concepts mentioned during the discussion.
Supports accessibility for: Language; Organization


correct_option_index: 6