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: Create equations that describe numbers or relationships

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

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

Represent and solve equations and inequalities graphically.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Multiply and divide within 100.

Write and interpret numerical expressions.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Perform arithmetic operations on polynomials.

Reason about and solve one-variable equations and inequalities.

Work with radicals and integer exponents.

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

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

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

Use the four operations with whole numbers to solve problems.

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

Write expressions in equivalent forms to solve problems.

Add and subtract within 20.

Analyze patterns and relationships.

Interpret the structure of expressions.

Rewrite rational expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Solve systems of equations.

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

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

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.

Generate and analyze patterns.
problem_activity: Activity
This activity offers four word problems. Depending on time constraints, you may have all students complete all four problems or assign a different problem to each group. The problems increase in difficulty. It is suggested that students create a visual display of one of the problems and do a gallery walk or presentation, but if time is short you may choose to just have students work in their workbooks or devices.
Launch
Keep students in the same groups. Either instruct students to complete all four problems or assign one problem to each group. If opting to have students do presentations or a gallery walk, distribute tools for making a visual display.
Give students 5–6 minutes quiet work time and partner discussion followed by a whole-class discussion or gallery walk.
Representation: Internalize Comprehension.
Represent the same information through different modalities by using diagrams, equations, or other drawings to depict the situation. If students are unsure where to begin, suggest that they draw a diagram to help organize the information provided. During the Synthesis, annotate drawings to illustrate connections between representations.
Supports accessibility for: Conceptual processing; Visual-spatial processing
Reading, Representing: MLR6 Three Reads.
Use this routine to support reading comprehension of the first problem without solving it for students. For the first read, read the situation to students, without revealing the final question. Ask students "What is this question about?" (A store is having a sale. Diego is buying shoes with a coupon). In the second read, ask students to name the important quantities (e.g., discount of 20%, coupon for
$
3 off of the regular price, Diego pays
$
18.40), and then create a diagram to represent the relationships among these quantities. After the third read, ask students to brainstorm possible strategies to answer the question, “What was the original price before the sale and without the coupon?” This will help students connect the language in the word problem and reasoning needed to solve percent problems.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
A store is having a sale where all shoes are discounted by 20%. Diego has a coupon for
$
3 off of the regular price for one pair of shoes. The store first applies the coupon and then takes 20% off of the reduced price. If Diego pays
$
18.40 for a pair of shoes, what was their original price before the sale and without the coupon?
Before the sale, the store had 100 pairs of flip flops in stock. After selling some, they notice that
\(\frac35\)
of the flip flops they have left are blue. If the store has 39 pairs of blue flip flops, how many pairs of flip flops (any color) have they sold?
When the store had sold
\(\frac29\)
of the boots that were on display, they brought out another 34 pairs from the stock room. If that gave them 174 pairs of boots out, how many pairs were on display originally?
On the morning of the sale, the store donated 50 pairs of shoes to a homeless shelter. Then they sold 64% of their remaining inventory during the sale. If the store had 288 pairs after the donation and the sale, how many pairs of shoes did they have at the start?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
A coffee shop offers a special: 33% extra free or 33% off the regular price. Which offer is a better deal? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
If students created a visual display and you opt to conduct a gallery walk, ask students to post their solutions. Distribute sticky notes and ask students to read others’ solutions, using the sticky notes to leave questions or comments. Give students a moment to review any questions or comments left on their display.
Invite any students who chose to draw a diagram to share; have the class agree or disagree with their diagrams and suggest any revisions. Next, invite students who did not try to draw a diagram to share strategies. Ask students about any difficulties they had creating the expressions and equations. Highlight equivalent expressions that represent the same quantity and different strategies for solving equations.


correct_option_index: 1

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