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 that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Verify experimentally the properties of rotations, reflections, and translations:
- Lines are taken to lines, and line segments to line segments of the same length.
- Angles are taken to angles of the same measure.
- Parallel lines are taken to parallel lines.
problem_activity: Activity
This activity begins a sequence which looks at figures that are not polygons. From the point of view of congruence, polygons are special shapes because they are completely determined by the set of vertices. For curved shapes, we usually cannot check that they are congruent by examining a few privileged points, like the vertices of polygons. We
can
ascertain that they are not congruent by identifying a feature of one shape not shared by the other (for example, this oval is 3 units wide while this one is only
\(2 \frac{1}{2}\)
units wide). But to show that two curved shapes
are
congruent, we need to apply the definition of congruence and try to move one shape so that it matches up exactly with the other after some translations, rotations, and reflections.
In this activity, students begin to explore the subtleties of congruence for curved shapes. Make sure that students provide a solid mathematical argument for the shapes which are congruent, beyond saying that they look the same. Providing a viable argument, MP3, requires careful thinking about the meaning of congruence and the structure of the shapes. Monitor for groups who use precise language of transformations as they attempt to move one traced oval to match up perfectly with another. Invite them to share their reasoning during the discussion. Also monitor for arguments based on measurement for why neither of the upper ovals can be congruent to either of the lower ones.
Launch
Arrange students in groups of 2. Provide access to geometry toolkits. Give students 3 minutes of quiet work time, then invite them to share their reasoning with a partner, followed by a whole-class discussion.
Engagement: Develop Effort and Persistence
. Connect a new concept to one with which students have experienced success. For example, review the criteria used to determine congruence for polygons so that students can transfer these strategies in determining congruence for curved shapes.
Supports accessibility for: Social-emotional skills; Conceptual processing
Speaking: Math Language Routine 5 Co-Craft Questions.
This is the first time Math Language Routine 5 is suggested as a support in this course. In this routine, students are given a context or situation, often in the form of a problem stem with or without numerical values. Students develop mathematical questions that can be asked about the situation. A typical prompt is: “What mathematical questions could you ask about this situation?” The purpose of this routine is to allow students to make sense of a context before feeling pressure to produce answers, and to develop students’ awareness of the language used in mathematics problems.
Design Principle(s): Cultivating Conversations; Maximize meta-awareness
How It Happens:
Display the four images of the ovals without the directions.
Ask students, “What mathematical questions could you ask about this situation?”
Give students 1 minute of individual time to jot some notes, and then 3 minutes to share ideas with a partner.
As pairs discuss, support students in using conversation skills to generate and refine their questions collaboratively by seeking clarity, referring to students’ written notes, and revoicing oral responses, as necessary. Listen for how students use language about transformations and/or refer to measurements of the figures when talking about the curved polygons.
Ask each pair of students to contribute one written question to a poster, the whiteboard, or digital projection. Call on 2–3 pairs of students to present their question to the whole class, and invite the class to make comparisons among the questions shared and their own questions.
Listen for questions comparing different features of the ovals to determine congruence, especially those that use distances between corresponding points. Revoice student ideas with an emphasis on measurements wherever it serves to clarify a question.
Reveal the question, “Are any of the ovals congruent to one another?” and give students a couple of minutes to compare it to their own question and those of their classmates. Identify similarities and differences.
Consider providing these prompts: “Which of your questions is most similar to/different from the one provided? Why?”, “Is there a main mathematical concept that is present in both your questions and the one provided? If so, describe it.”, and “How do your questions relate to one of the lesson goals of measuring corresponding points to determine congruence?”
Invite students to choose one question to answer (from the class or from the curriculum), and then have students move on to the Activity Synthesis.
Student Facing
Are any of the ovals congruent to one another? Explain how you know.
[IMG]
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
You can use 12 toothpicks to create a polygon with an area of five square toothpicks, like this:
Can you use exactly 12 toothpicks to create a polygon with an area of four square toothpicks?
[IMG]
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Invite groups to explain how they determined that the upper ovals are not congruent to the lower ones, with at least one explanation focusing on differing measurable attributes (for example length and width). Also invite previously selected groups to show how they demonstrated that the two upper (and two lower) ovals are congruent, focusing on the precise language of transformations.
Emphasize that showing that two oval shapes are congruent
requires
using the definition of congruence: is it possible to move one shape so that it matches up perfectly with the other using only rigid transformations? Experimentation with transformations is essential when showing that two of the ovals match up because, unlike polygons, these shapes are not determined by a finite list of vertices and side lengths.
Students have seen that rectangles that have the same side lengths are congruent and will later find criteria for determining when two triangles are congruent. For more complex curved shapes, the definition of congruence is required.


correct_option_index: 0