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: Warm-up
This warm-up reminds students of previous work with tape diagrams and encourages a different way to reason with them. Students are given only a tape diagram and are asked to generate a concrete context to go with the representation.
Students’ stories should have the following components:
the same unit for both quantities in the ratio
a ratio of
\(7:3\)
scaling by 3, or 3 units per part
They may also have a quantity of 30 that represents the sum of the two quantities in the ratio.
As students work, identify a few different students whose stories are clearly described and are consistent with the diagram so that they can share later.
Launch
Ask students to share a few things they remember about tape diagrams from the previous lesson. Students may recall that:
We draw one tape for every quantity in the ratio. Each tape has parts that are the same size.
We draw as many parts as the numbers in the ratio show (e.g., a
\(2:3\)
ratio: we draw 2 parts in a tape and 3 parts in another tape).
Each part represents the same value.
Tape diagrams can be used to think about a ratio of parts and the total amount.
Tell students their job is to come up with a valid situation to match a given tape diagram. Give students some quiet thinking time, and then time to share their response with a partner.
Student Facing
Describe a situation with two quantities that this tape diagram could represent.
[IMG]
Student Response
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Anticipated Misconceptions
Students may misunderstand the meaning of the phrase “with two quantities” and simply come up with a situation involving ten identical groups of three. Point out that the phrase means that the row of seven groups of three should represent something different than the row of three groups of three.
Students may also come up with a situation involving different units, for example, quantity purchased and cost, or distance traveled and time elapsed. Remind them that the parts of tape are meant to represent the same value, so we need a situation that uses the same units for both parts of the ratio.
Activity Synthesis
Invite a few students to share their stories with the class. As they share, consider recording key details about each story for all students to see. Then, ask students to notice similarities in the different scenarios.
Guide students to see that they all involve the same units for both quantities of the ratio, a ratio of 7 to 3, and either 3 units per part or scaling by 3. They may also involve an amount of 30 units, representing the sum of the two quantities.


correct_option_index: 2