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: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
problem_activity: Activity
The purpose of this activity is for students to see that to find what percentage one number is of another, divide them and then multiply by 100. First they find what percentage of 20 various numbers are, then they organize everything into a table. Using the table, students then describe the relationship they see between dividing the numbers by 20 and finding the percentage (MP8).
Launch
Depending on students' strengths in grade 5 work, it may be beneficial to offer some strategies for writing a fraction in an equivalent decimal form before students start working. Display the fraction
\(\frac{15}{25}\)
and ask students how they might think about writing it in decimal form. Possible strategies are writing the equivalent fraction
\(\frac{60}{100}\)
and knowing that "60 hundredths" is written 0.60 or 0.6. Another possibility is to write the equivalent fraction
\(\frac35\)
, which is equal to
\(\frac{6}{10}\)
and knowing that "6 tenths" can be written as 0.6.
Give students quiet think time to complete the activity and then time to share their explanations with a partner.
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students access to written directions, word problems and other text-based content.
Supports accessibility for: Language; Conceptual processing
Speaking: MLR8 Discussion Supports.
To amplify mathematical uses of language to communicate about equivalent fractions and percentages (e.g., 15 minutes is 75% of 20 minutes, 75% of 20 minutes is equivalent to
\(\frac{15}{20}\)
), invite students to use these phrases when stating their ideas, revoicing and rephrasing as necessary.
Design Principle(s): Support sense-making, Optimize output (for explanation)
Student Facing
A school held a jump-roping contest. Diego jumped rope for 20 minutes.
Jada jumped rope for 15 minutes. What percentage of Diego’s time is that?
Lin jumped rope for 24 minutes. What percentage of Diego’s time is that?
Noah jumped rope for 9 minutes. What percentage of Diego’s time is that?
Record your answers in this table. Write the quotients in the last column as decimals.
|       | time (minutes) | percentage | \(\text{time} \div 20\) |
|-------|----------------|------------|-------------------------|
| Diego |                |            |                         |
| Jada  |                |            |                         |
|  Lin  |                |            |                         |
| Noah  |                |            |                         |
What do you notice about the numbers in the last two columns of the table?
Student Response
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Activity Synthesis
Have students share their strategies for the first three problems. Then ask what they noticed about the last two columns. There are many ways to formulate the relationship. Make sure everyone sees that to find what percentage a number is of 20, divide it by 20 and then multiply by 100. A table showing the percentage for 1 minute might also help:
|           | time (minutes) | percentage |
|-----------|----------------|------------|
|   Diego   |                |            |
| unit rate |                |            |
|   Jada    |                |            |
|    Lin    |                |            |
|   Noah    |                |            |
Note that to find the percentage for 1 minute, we divide 100 by 20, and to find the percentage for any number of minutes, we multiply the result by that number of minutes. That is the same as dividing the number of minutes by 20 and multiplying by 100.


correct_option_index: 2