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 random sampling to draw inferences about a population.

Interpret linear models.

Draw informal comparative inferences about two populations.

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

Investigate patterns of association in bivariate data.

Understand and evaluate random processes underlying statistical experiments.

Use probability to evaluate outcomes of decisions.

Summarize and describe distributions.

Develop understanding of statistical variability.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Calculate expected values and use them to solve problems.

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

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

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Investigate chance processes and develop, use, and evaluate probability models.
problem_activity: Optional activity
This task is provided for optional, additional practice for understanding variability in context.
The mathematical purpose of this activity is to compare data sets, and to interpret the measures of center and measures of variability in the context of the problem.
Launch
Keep students in the same groups. Give students 5 minutes to work on the questions and follow with a whole-class discussion.
Action and Expression: Develop Expression and Communication.
To help get students started, display sentence frames such as “In this situation, a larger/smaller value for the standard deviation means _____.” or “Both dot plots are different because….”
Supports accessibility for: Language; Organization
Student Facing
For each situation, you are given two graphs of data, a measure of center for each, and a measure of variability for each.
Interpret the measure of center in terms of the situation.
Interpret the measure of variability in terms of the situation.
Compare the two data sets.
The heights of the 40 trees in each of two forests are collected.
mean: 44.8 feet, standard deviation: 4.72 feet
[IMG]
mean: 56.03 feet, standard deviation: 7.87 feet
[IMG]
The number of minutes it takes Lin and Noah to finish their tests in German class is collected for the year.
mean: 29.48 minutes, standard deviation: 5.44 minutes
[IMG]
mean: 28.44 minutes, standard deviation: 7.40 minutes
[IMG]
The number of raisins in a cereal with a name brand and the generic version of the same cereal are collected for several boxes.
mean: 289.1 raisins, standard deviation: 19.8 raisins
[IMG]
mean: 249.17 raisins, standard deviation: 26.35 raisins
[IMG]
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?
One use of standard deviation is it gives a natural scale as to how far above or below the mean a data point is. This is incredibly useful for comparing points from two different distributions.
For example, they say you cannot compare apples and oranges, but here is a way. The average weight of a granny smith weighs 128 grams with a standard deviation of about 10 grams. The average weight of a navel orange is 140 grams with a standard deviation of about 14 grams. If we have a 148 gram granny smith apple and a 161 gram navel orange, we might wonder which is larger for its species even though they are both about 20 grams above their respective mean. We could say that the apple, which is 2 standard deviations above its mean, is larger for its species than the orange, which is only 1.5 standard deviations above its mean.
How many standard deviations above the mean height of a tree in forest A is its tallest tree?
How many standard deviations above the mean height of a tree in forest B is its tallest tree?
Which tree is taller in its forest?
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
Identify students who struggle making the connections between the summary statistics and the problem context. Ask them what information the standard deviation conveys. Tell them to focus less on the actual value of the standard deviation and more on which of the two distributions have a greater standard deviation and what that might mean.
Activity Synthesis
The purpose of this discussion is for students to explain the mean and the standard deviation in context.
For each set of graphs, select students read their answers for all three prompts. When necessary, prompt students to revise their language to include the terms shape, measure of center, and variability.
Speaking: MLR 8 Discussion Supports.
Use this routine to support whole-class discussion. For each observation that is shared, ask students to restate and/or revoice what they heard using precise mathematical language (shape, measure of center, and variability). Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking and to clarify, if necessary. Call students' attention to any words or phrases that helped clarify the original statement. This will provide more students with an opportunity to produce language as they explain the mean and standard deviation in context.
Design Principle(s): Support sense-making


correct_option_index: 12