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: Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Fluently add and subtract within 5.

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to make connections between written numbers and expressions. In the activity synthesis, students see each teen number written as an equation. In this unit, when reading equations to students, read the equal sign as “is.” For example, read
\(10 + 3 = 13\)
as “10 plus 3 is 13.” The equal sign will be read as “equals” in the next unit.
MLR8 Discussion Supports.
Synthesis: At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain how they organized the numbers and expressions. Invite groups to rehearse what they will say when they share with the whole class.
Advances: Speaking, Conversing, Representing
Engagement: Develop Effort and Persistence.
Some students would benefit from having clear examples of the expectation of group work in this activity. Invite students to generate a list of shared expectations for group work. Ask students to share explicit examples of what those expectations would look like in this activity.
Supports accessibility for: Social-Emotional Functioning
Required Materials
Materials to Copy
Numbers and Expressions Cards
Required Preparation
Create a set of cards from the blackline master for each group of 4.
Launch
Groups of 4
Give each group of students a set of cards.
“Work with your group to organize the cards in a way that makes sense to you.”
Activity
6 minutes: small-group work time
Monitor for students who organize the numbers and expressions as shown in the sample response.
Student Response
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Activity Synthesis
Invite a group of students to share how they organized the numbers and expressions or display the image in student responses.
“What do you notice about the numbers and expressions when they are arranged this way?” (They’re in the order that we count. The first number stays the same. The second number is 1 more each time. All the expressions have a 10. The second number starts at 1 and is one more each time. The expressions match the numbers.)
“Which number does
\(10 + 1\)
represent? How do you know?” (11)
“
\(10 + 1\)
is 11. We can write that as
\(10 + 1 = 11\)
.”
Demonstrate writing equations for each number and expression.


correct_option_index: 0