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: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

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

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

Prove geometric theorems.

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

Analyze, compare, create, and compose shapes.

Understand and apply the Pythagorean Theorem.

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

Understand similarity in terms of similarity transformations.

Apply trigonometry to general triangles.

Apply geometric concepts in modeling situations.

Use coordinates to prove simple geometric theorems algebraically.

Reason with shapes and their attributes.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Define trigonometric ratios and solve problems involving right triangles.

Find arc lengths and areas of sectors of circles.

Make geometric constructions.

Explain volume formulas and use them to solve problems.

Prove theorems involving similarity.

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

Understand congruence in terms of rigid motions.

Experiment with transformations in the plane.

Understand and apply theorems about circles.

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

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

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

Visualize relationships between two-dimensional and three-dimensional objects.
problem_activity: Optional activity
In this activity, students compare the surface areas and volumes of three rectangular prisms given nets that are not on a grid. To do this, they need to be able to visualize the three-dimensional forms that the two-dimensional nets would take when folded.
In grade 5, students had learned to distinguish area and volume as measuring different attributes. This activity clarifies and reinforces that distinction.
Launch
Keep students in the same groups of 2–3. Tell students that this activity involves working with both volume and surface area. To refresh students' understanding of volume from grade 5, ask students:
“When we find the volume of a prism, what are we measuring?”
“How is volume different than surface area?”
“How might we find the volume of a rectangular prism?”
Reiterate that volume measures the number of unit cubes that can be packed into a three-dimensional shape and that we can find the number of unit cubes in a rectangular prism by multiplying the side lengths of a prism.
Give students 1–2 minutes to read the task statement and questions. Ask them to think about how they might go about answering each question and to be prepared to share their ideas. Give students a minute to discuss their ideas with their group. Then, ask groups to collaborate: each member should perform the calculations for one prism (A, B, or C). Give students 5–7 minutes of quiet time to find the surface area and volume for their prism and then additional time to compare their results and answer the questions.
Action and Expression: Internalize Executive Functions.
Provide students with a graphic organizer for recording measurements and calculations of surface areas and volumes of the boxes.
Supports accessibility for: Language; Organization
Student Facing
Here are the nets of three cardboard boxes that are all rectangular prisms. The boxes will be packed with 1-centimeter cubes. All lengths are in centimeters.
[IMG]
Compare the surface areas of the boxes. Which box will use the least cardboard? Show your reasoning.
Now compare the volumes of these boxes in cubic centimeters. Which box will hold the most 1-centimeter cubes? Show your reasoning.
Student Response
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Student Facing
Are you ready for more?
Figure C shows a net of a cube. Draw a different net of a cube. Draw another one.  And then another one. How many different nets can be drawn and assembled into a cube?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students should have little trouble finding areas of rectangles but may have trouble keeping track of pairs of measurements to multiply and end up making calculation errors. Suggest that they label each polygon in the net and the corresponding written work and double-check their calculations to minimize such errors.
If students struggle to find the volume of their prism using information on a net, suggest that they sketch the prism that can be assembled from the net and label the edges of the prism.
Students may need a reminder that area is measured in square units and volume is measured in cubic units.
Activity Synthesis
Select a few students to share the surface area and volume of each prism. After each person shares, poll those who worked on the same prism for agreement or disagreement. Record the results on the board.
Invite students to share a few quick observations about the relationship between the surface areas and volumes for these three prisms, or between the amounts of material needed to build the boxes and the number of cubes that they can contain. Discuss questions such as:
“If these prisms are boxes, which prism—B or C—would take more material to build? Which can fit more unit cubes?” (B and C would likely take the same amount of material to build since their surface areas are the same. C has a greater volume than B, so it can fit more unit cubes.)
“Which prism—A or B—would take more material to build? Which can fit more unit cubes?” (A and B can fit the same number of unit cubes but, B would require more material to build.)
“If two prisms have the same surface area, would they also have the same volume? How do you know?” (No, prisms A, B, and C are examples of how two figures with the same volume may not have the same surface area, and vice versa.)
Students will gain more insights into these ideas as they explore squares, cubes, and exponents in upcoming lessons. If students could benefit from additional work on distinguishing area and volumes as different measures, do the optional lesson Distinguishing Between Surface Area and Volume.
Representing, Speaking: MLR8 Discussion Supports.
Use this routine to support the use of mathematical language when comparing surface area and volume. Give students 3–4 minutes to write a response to the following prompt: “If two prisms have the same surface area, their volume will
always/sometimes/never
be the same because . . .” Invite students to discuss their responses with a partner before selecting 1–2 students to share with the whole class. Listen for and call students' attention to how the use of examples and counterexamples can help justify their reasoning.
Design Principle(s): Optimize output (for justification); Support sense-making


correct_option_index: 24