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 properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Perform arithmetic operations on polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Work with equal groups of objects to gain foundations for multiplication.

Represent and solve problems involving addition and subtraction.

Represent and solve problems involving multiplication and division.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Write expressions in equivalent forms to solve problems.

Understand the relationship between zeros and factors of polynomials.

Understand and apply properties of operations and the relationship between addition and subtraction.

Solve systems of equations.

Understand the connections between proportional relationships, lines, and linear equations.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Write and interpret numerical expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Rewrite rational expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Use polynomial identities to solve problems.

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

Understand properties of multiplication and the relationship between multiplication and division.

Solve equations and inequalities in one variable.

Interpret the structure of expressions.

Work with radicals and integer exponents.

Add and subtract within 20.

Multiply and divide within 100.

Work with addition and subtraction equations.

Represent and solve equations and inequalities graphically.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Gain familiarity with factors and multiples.

Generate and analyze patterns.
problem_activity: Activity
Students learn the definition of scientific notation and practice using it. Students attend to precision when determining whether or not a number is in scientific notation and converting numbers into scientific notation (MP6).
Throughout the activity, students use the usual
\(\boldcdot \)
symbol to indicate multiplication, but the discussion establishes the standard way to show multiplication in scientific notation with the
\(\times\)
symbol. Although these materials tend to avoid the
\(\times\)
symbol because it is easy to confuse with
\(x\)
, the ubiquitous use of
\(\times\)
for scientific notation outside of these materials necessitates its use here.
Launch
Tell students, “Earlier, we examined the speed of light through different materials. We zoomed into the number line to focus on the interval between
\(2.0 \times 10^8\)
meters per second and
\(3.0 \times 10^8\)
meters per second as shown in the figure.” Display the following image notation for all to see.
[IMG]
Tell students, “We saw that the speed of light through ice was
\(2.3 \times 10^8\)
meters per second. This way of writing the number is called
scientific notation
. Scientific notation is useful for understanding very large and very small numbers.”
Display and explain the following definition of scientific notation for all to see.
A number is said to be in scientific notation when it is written as a product of two factors:
The first factor is a number greater than or equal to 1, but less than 10, for example 1.2, 8, 6.35, or 2.008.
The second factor is an integer power of 10, for example
\(10^8\)
,
\(10^\text{-4}\)
, or
\(10^{22}\)
.
Carefully consider the first question and go through the list of numbers as a class, frequently referring to the definition to decide whether the number is written in scientific notation. When all numbers written in scientific notation have been circled, consider demonstrating or discussing how a number that was not circled could be written in scientific notation. Then, ask students to complete the second question (representing the other numbers in scientific notation). Leave 3–4 minutes for a whole-class discussion.
Student Facing
The table shows the speed of light or electricity through different materials.
|       material       | speed (meters per second) |
|----------------------|---------------------------|
|        space         |        300,000,000        |
|        water         |   \(2.25 \times 10^8\)    |
| copper (electricity) |        280,000,000        |
|       diamond        |    \(124 \times 10^6\)    |
|         ice          |    \(2.3 \times 10^8\)    |
|      olive oil       |    \(0.2 \times 10^9\)    |
Circle the speeds that are written in scientific notation. Write the others using scientific notation.
[IMG]
Student Response
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Activity Synthesis
Tell students that almost all books and information about scientific notation use the
\(\times\)
symbol to indicate multiplication between the two factors, so from now on, these materials will use the
\(\times\)
symbol in this same way. Display
\((2.8) \boldcdot 10^8\)
for all to see, and then rewrite it as
\(2.8 \times 10^8\)
. Emphasize that using
\(\boldcdot \)
is not incorrect, but that
\(\times\)
is the most common usage.
Ask students to come up with at least two examples of numbers that are
not
in scientific notation. Select responses that highlight the fact that the first factor must be between 1 and 10 and other responses that highlight that one of the factors must be an integer power of 10. Make sure students recognize what does and does not count as scientific notation.
Also make sure students understand how to write an expression that may use a power of 10 but is not in scientific notation as one that is in scientific notation. Consider using the speed of light through diamond as an example. Ask a series of questions such as:
“In
\(124 \times 10^6\)
, how must we write the first factor for the expression to be in scientific notation?” (A number between 1 and 10, so 1.24 in this case)
“How can we rewrite 124 as an expression that has 1.24?” (Write it as
\(1.24 \times 100\)
or
\(1.24 \times 10^2\)
)
“What is the equivalent expression in scientific notation?” (
\(1.24 \times 10^2) \times 10^6\)
, which is
\(1.24 \times 10^8\)
)
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary.  Include the following term and maintain the display for reference throughout the unit: scientific notation. Invite students to suggest language or diagrams to include on the display that will support their understanding of this term.
Supports accessibility for: Memory; Language
Writing: MLR3 Clarify, Critique, Correct.
Display a hypothetical student statement that represents a misunderstanding about how to write values in scientific notation, such as: “To write the speed of light through a diamond is
\(12.4 \times 10^7\)
.” Ask pairs of students to critique the response by asking, “Do you agree with the author? Why or why not?”Invite students to write feedback to the author that identifies the reasoning error and how to improve the statement. Listen for students who include in their feedback a need for the first factor to be between 1 and 10. This helps students evaluate, and improve on, the written mathematical arguments of others.
Design Principle(s): Maximize meta-awareness; Support sense-making


correct_option_index: 26