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: Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Understand the place value system.

Use place value understanding and properties of operations to add and subtract.

Extend the counting sequence.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand place value.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 2 of the Target Numbers center. Students start with 25, choose a number card and decide whether to add that number of tens or ones. Students play six rounds and the student who gets as close to 95 as possible without going over is the winner.
MLR8 Discussion Supports.
Prior to playing the game, invite students to make sense of the directions and take turns sharing their understanding with their partner. Listen for and clarify any questions about the directions.
Advances: Reading, Representing
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Number cards 0–10
Materials to Copy
Target Numbers Stage 2 Recording Sheet
Launch
Groups of 2
Give each group a set of number cards, two recording sheets, and access to connecting cubes in towers of 10 and singles.
“Take out all of the cards that show 0 or 10.”
“We are going to learn a new way to play Target Numbers. This time, your goal is to get as close to 95 as you can, without going over. You only get 6 turns. On each turn, you get to decide whether you want to add tens or ones to your number. Let’s play a round together. Each partner starts at 25.”
Demonstrate drawing a number card.
“I drew a [4]. Should I add 4 ones or 4 tens? Why?” (You can add 4 tens because that will give you 65. You still have 5 rounds to get to 95. You can add 4 ones to make 29. That gives you more time to add tens.)
30 seconds: quiet think time
30 seconds: partner discussion
Share responses.
“I’m going to add 4 tens, 2 tens and 4 tens is 6 tens. So my sum is 65.”
“Once my partner and I agree on the sum, the partner who drew the number card records an equation. Since 25 is already filled in for me, I will record the number as tens (or ones) and the sum.”
Demonstrate completing the equation.
“After I write my equation, the sum becomes my starting number for the next round, so I write it in as the first number in the next equation.”
If needed, play another round with the class.
“Take turns drawing the number card, finding the sum and writing an equation. Each player plays 6 rounds. Whoever gets closest to 95 without going over is the winner.”
Activity
10 minutes: partner work time
Activity Synthesis
“When you draw the number card, what is your method for deciding whether to add that many tens or ones?” (I think about how close I am to 95. That helps me think about whether to add ones or tens.)


correct_option_index: 5