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: Generate and analyze patterns.

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

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

Analyze patterns and relationships.

Add and subtract within 20.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Perform arithmetic operations on polynomials.

Create equations that describe numbers or relationships

Solve systems of equations.

Represent and solve problems involving addition and subtraction.

Write expressions in equivalent forms to solve problems.

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

Interpret the structure of expressions.

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

Solve equations and inequalities in one variable.

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

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

Rewrite rational expressions.

Write and interpret numerical expressions.

Use polynomial identities to solve problems.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Represent and solve equations and inequalities graphically.

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

Work with radicals and integer exponents.

Use properties of operations to generate equivalent expressions.
problem_activity: Activity
Earlier, students noticed that when an expression
\(kx+m\)
is squared and written in standard form
\(ax^2+bx+c\)
, the value of
\(b\)
is
\(2km\)
and the value of
\(c\)
is
\(m^2\)
. In this activity, they use these observations to complete expressions to make them perfect squares and then write them as squared factors. Then, they apply this skill to solve quadratic equations.
Launch
To reiterate the connections between
\((kx + m)^2\)
and its equivalent expression of the form
\(ax^2+bx+c\)
, display these two expressions for all to see and ask students:
“If the two expressions are perfect squares and are equivalent, how is
\(a\)
related to
\(k\)
?” (
\(a\)
is
\(k^2\)
.)
“How is
\(c\)
related to
\(m\)
?” (
\(c\)
is
\(m^2\)
.)
“How is
\(b\)
related to
\(k\)
and
\(m\)
?” (
\(b\)
is
\(2km\)
.)
Tell students they will use these insights to complete some squares. Consider keeping students in groups of 2.
Representation: Internalize Comprehension.
Use color and annotations to illustrate student thinking. As students share their reasoning about the connections between
\((kx+m)^2\)
and
\(ax^2+ bx+c\)
, scribe their thinking on a visible display. Invite students to suggest language or diagrams to include that will support their understanding. Keep the display visible as students continue to work.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Student Facing
Find the value of
\(c\)
to make each expression in the left column a perfect square in standard form. Then, write an equivalent expression in the form of squared factors. In the last row, write your own pair of equivalent expressions.
| standard form                       \((ax^2+bx+c)\) | squared factors                       \((kx+m)^2\) |
|-----------------------------------------------------|----------------------------------------------------|
|                  \(100x^2+80x+c\)                   |                                                    |
|                   \(36x^2-60x+c\)                   |                                                    |
|                   \(25x^2+40x+c\)                   |                                                    |
|                  \(0.25x^2-14x+c\)                  |                                                    |
|                                                     |                                                    |
Solve each equation by completing the square:
\(25x^2 + 40x = \text-12\)
\(36x^2 - 60x + 10 = \text-6\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students struggle to follow the generalized relationships between
\((kx + m)^2\)
and its equivalent expression of the form
\(ax^2+bx+c\)
(as discussed in the launch), consider revisiting a concrete example from an earlier activity—for example,
\((5x-2)^2\)
. Ask students to relate each term in the squared factor to the terms of its expression in standard form,
\(25x^2 - 20x + 4\)
.
If further scaffolding is helpful, consider using an example with an additional variable (for instance,
\((3x+n)^2\)
and its counterpart in standard form,
\(9x^2 + 2(3)(n)x + n^2\)
) before generalizing the equivalence of the two forms in entirely abstract terms.
Activity Synthesis
Ask students to write the standard-form expression they invented on a piece of scrap paper, except without the constant term. (From the blank row of the table.) Invite them to switch papers with a partner, and complete the square and write each other’s expressions in factored form. If they get stuck, encourage them to talk with their partner to work together and fix any mistakes.
If time permits, invite students to share their responses and strategies. Discuss questions such as:
“How did you know what value to use for
\(c\)
in, say,
\(100x^2 + 80x + c\)
?” (
\(k^2=100\)
, so
\(k\)
is either 10 or -10. If
\(k\)
is 10, then
\(2(10)m=80\)
and
\(m=4\)
. We know that
\(c=m^2\)
, so
\(c\)
is
\(4^2\)
or 16. If
\(k\)
is -10,then
\(2(\text-10) m=80\)
and
\(m= \text-4\)
. Squaring -4 still gives 16.)
“How did you know whether
\(c\)
would be positive or negative?” (
\(c\)
is some number squared, so it will always be positive.)
“In the equation
\(36x^2 - 60x + 10 = \text-6\)
, the expression on the left already has 10 as a constant term but it is not a perfect square. How do we make it a perfect square?” (25 would make it a perfect square, so we can either add 15 to each side of the equation, or first subtract 10 from each side and then add 25.)
As students explain their solution methods on the second question, record and display their reasoning for all to see, or display a worked solution such as:
\(\begin{align} 36x^2 - 60x + 10 &= \text-6\\ 36x^2 - 60x + 10 + 15 &= \text-6 + 15\\ 36x^2 - 60x + 25 &= 9\\ (6x-5)^2 &=9 \end{align}\)
\( \)
\(\begin {align} 6x-5 =3 \quad &\text{or} \quad 6x-5 =\text-3\\ 6x = 8 \quad &\text{or} \quad 6x = 2\\ x = \frac86 =\frac43 \quad & \text{or} \quad x = \frac13 \end{align}\)


correct_option_index: 16

18