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, in json format:
{
  "explanation": "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, in json format:
{
  "explanation": "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, in json format:
{
  "explanation": "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: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
problem_activity: Activity
In the previous lesson, students learned that it is very difficult to select representative samples when the population data is unknown. In this lesson, students learn that often the best we can do to select a representative sample is to avoid sampling methods that will be inherently biased one way or another (MP7). A randomly selected sample is not guaranteed to be representative of the population, but other methods are often biased and thus tend to produce samples that are not representative of the population.
Launch
Arrange students in groups of 2. Give students 5 minutes of partner work time followed by a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. After students have solved the first 2-3 problems, check-in with either select groups of students or the whole class. Invite students to share the strategies they have used so far as well as any questions they have before continuing.
Supports accessibility for: Organization; Attention
Student Facing
Take turns with your partner reading each option aloud. For each situation, discuss:
Would the different methods for selecting a sample lead to different conclusions about the population?
What are the benefits of each method?
What might each method overlook?
Which of the methods listed would be the most likely to produce samples that are representative of the population being studied?
Can you think of a better way to select a sample for this situation?
Lin is running in an election to be president of the seventh grade. She wants to predict her chances of winning. She has the following ideas for surveying a sample of the students who will be voting:
Ask everyone on her basketball team who they are voting for.
Ask every third girl waiting in the lunch line who they are voting for.
Ask the first 15 students to arrive at school one morning who they are voting for.
A nutritionist wants to collect data on how much caffeine the average American drinks per day. She has the following ideas for how she could obtain a sample:
Ask the first 20 adults who arrive at a grocery store after 10:00 a.m. about the average amount of caffeine they consume each day.
Every 30 minutes, ask the first adult who comes into a coffee shop about the average amount of caffeine they consume each day.
Student Response
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Activity Synthesis
The purpose of the discussion is for students to understand that some methods of sampling are better than others. Although there may be no way to guarantee that a sample is representative of the population, we can certainly avoid methods that will definitely result in some groups being over- or under-represented.
Poll the class on which of the given methods is best for each scenario. Record these answers for all to see.
Select several students to explain benefits and drawbacks of each of the sampling methods. After each method has been analyzed for a situation, ask if students have ideas for better ways to get a representative sample for the situation.
Ask students, “What are some important things to consider when getting a sample?” (Is there a group that this method will show preference for? Is there a group that will automatically be left out of my sample based on the method? If there are groups I didn’t even think about, does my method have a way of reaching them?)
Explain: People often have biases that may lead them to over- or under-represent some groups in their samples whether the biases are obvious or not. For example, if you want to send a survey out for people to respond to questions, you may not reach people who do not have email addresses. Due to the (sometimes hidden) biases, the best method for selecting samples is to remove as much of the personal selection as possible. In the rest of this lesson, we will explore methods for generating samples that avoid biases.


correct_option_index: 0

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