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: Apply trigonometry to general triangles.

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

Apply geometric concepts in modeling situations.

Analyze, compare, create, and compose shapes.

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

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

Prove geometric theorems.

Understand and apply theorems about circles.

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

Visualize relationships between two-dimensional and three-dimensional objects.

Prove theorems involving similarity.

Reason with shapes and their attributes.

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

Use coordinates to prove simple geometric theorems algebraically.

Understand and apply the Pythagorean Theorem.

Find arc lengths and areas of sectors of circles.

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

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

Understand congruence in terms of rigid motions.

Understand similarity in terms of similarity transformations.

Define trigonometric ratios and solve problems involving right triangles.

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

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

Experiment with transformations in the plane.

Make geometric constructions.

Explain volume formulas and use them to solve problems.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
problem_activity: Optional activity
The purpose of this activity is for students to make preparations to create their scale drawings. They sketch a rough floor plan of the classroom.
In groups, they plan the steps for making measurements and then carry out their plan.
Some things to notice as students work:
As they draw their sketch, encourage them to focus on big-picture elements and not on details. It is not important that the sketch is neat or elaborate. What matters more is that it does not omit important features like the door.
As they make plans for measuring and recording, encourage them to work systematically to minimize omissions and errors.
Urge students to measure twice and record once. It is better to take a little more time to double check the measurements than to find out during drawing that they are off.
Launch
Give students 1–2 minutes to read the task statement individually and to ask any clarifying questions. Consider displaying a floor plan sketch of another room in the school. Emphasize that the sketch serves a similar purpose as an outline in writing. It does not need to be to scale, accurate, or elaborate, but it should show all the important pieces in the right places so it can be a reference in creating the scale drawing.
Arrange students in groups of 2–4. Smaller groups means that each individual student can be more involved in the measuring process, which is a benefit, but consider that it might also make the measuring process more time consuming (as it would mean more groups moving about in a confined space).
Distribute blank paper and give students 4–5 minutes to draw a sketch and to share it with a partner. Provide access to measuring tools. Give students another 4–5 minutes to plan in groups, and then time to measure (which may vary depending on size of classroom and other factors).
Representation: Internalize Comprehension.
Activate or supply background knowledge about measurement. Check to see that students are able to use measuring tools and record measurements accurately.
Supports accessibility for: Memory; Conceptual processing
Student Facing
On a blank sheet of paper, make a
rough sketch
of a floor plan of the classroom. Include parts of the room that the class has decided to include or that you would like to include. Accuracy is not important for this rough sketch, but be careful not to omit important features like a door.
Trade sketches with a partner and check each other’s work. Specifically, check if any parts are missing or incorrectly placed. Return their work and revise your sketch as needed.
Discuss with your group a plan for measuring. Work to reach an agreement on:
Which classroom features must be measured and which are optional.
The units to be used.
How to record and organize the measurements (on the sketch, in a list, in a table, etc.).
How to share the measuring and recording work (or the role each group member will play).
Gather your tools, take your measurements, and record them as planned. Be sure to double-check your measurements.
Make your own copy of all the measurements that your group has gathered, if you haven’t already done so. You will need them for the next activity.
Student Response
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Activity Synthesis
After groups finish measuring, ask them to make sure that every group member has a copy of the measurements before moving on to the next part.
Consider briefly discussing what was challenging about doing the measuring. A few important issues which may come up include:
Making sure that the measuring device stays in a straight line.
It is hard to be accurate when the measuring device needs to be used
multiple
times in order to find the length of something long, such as a wall.
Taking turns with other groups that are trying to measure the same thing.
The measurements are not exact and need to be rounded.
Speaking: MLR8 Discussion Supports.
As students describe their process for measuring features of the room, press for details in students’ explanations by requesting that students challenge an idea, elaborate on an idea, or give an example of their measuring process. Provide a sentence frame such as: “It was challenging to measure ______ because . . . .” This will help students to produce and make sense of the language needed to communicate their own ideas.
Design Principle(s): Support sense-making; Optimize output (for explanation)


correct_option_index: 21