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, in json format:
{
  "explanation": "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, in json format:
{
  "explanation": "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, in json format:
{
  "explanation": "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: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

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

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

Work with addition and subtraction equations.

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

Represent and solve equations and inequalities graphically.

Work with radicals and integer exponents.

Represent and analyze quantitative relationships between dependent and independent variables.

Generate and analyze patterns.

Analyze patterns and relationships.

Multiply and divide within 100.

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

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving addition and subtraction.

Gain familiarity with factors and multiples.

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

Rewrite rational expressions.

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

Interpret the structure of expressions.

Write and interpret numerical expressions.

Write expressions in equivalent forms to solve problems.

Create equations that describe numbers or relationships

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.

Perform arithmetic operations on polynomials.

Use polynomial identities to solve problems.

Add and subtract within 20.

Reason about and solve one-variable equations and inequalities.

Solve equations and inequalities in one variable.

Understand and apply properties of operations and the relationship between addition and subtraction.
problem_activity: Warm-up
The purpose of this warm-up is for students to revisit ideas they learned in the previous lesson about balanced hangers:
You can add or subtract the same thing on each side and the hanger stays in balance.
You can divide each side by the same number and the hanger stays in balance.
Launch
Give students 2 minutes of quiet work time followed by a whole-class discussion.
Student Facing
Figures A, B, C, and D show the result of simplifying the hanger in Figure A by removing equal weights from each side.
[IMG]
Here are some equations. Each equation represents one of the hanger diagrams.
\(2(x + 3y) = 4x + 2y\)
\(2y = x\)
\(2(x + 3y) + 2z = 2z + 4x + 2y\)
\(x + 3y = 2x + y\)
Write the equation that goes with each figure:
A:
B:
C:
D:
Each variable (
\(x\)
,
\(y\)
, and
\(z\)
) represents the weight of one shape. Which goes with which?
Explain what was done to each equation to create the next equation. If you get stuck, think about how the hangers changed.
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
Some students may think a variable stands for more than one object. Tell these students that a variable only stands for one object, as it also only represents one number.
Activity Synthesis
Ask students to explain how they decided on the matching equation. As students discuss the final questions, highlight responses that emphasize the same objects being removed from each side creates the next figure in line. The exception to this is the move from Hanger B to Hanger C, where the number of objects on each side is halved. Ask students to explain why this is an okay move, even though different objects are being removed from each side (1 square and 3 triangles on the left, 2 squares and 1 triangle on the right). Refer to MLR 2 (Collect and Display).


correct_option_index: 1