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: Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
problem_activity: Warm-up
This warm-up reinforces students’ understanding about the relationship between the mean absolute deviation (MAD) and the spread of data. In the given scenarios, the number of people attending the two events and their mean age are the same, but the MADs are different. In the first question, students interpret these measures in the context of the situations. In the second, they draw a dot plot that could represent an age distribution with the same mean and yet another MAD.
As students work and discuss, identify several students who drew dot plots that correctly meet the criteria in the second question. Ask students with different dot plots to share during whole-class discussion.
Students may need more time to make sense of how to generate their own dot plot for the second question. If it is not possible to give students additional time, consider presenting the second question at a different time.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet think time for the first question, and then 2–3 minutes to work on the second question with a partner. Display the following questions for all to see. Ask students to think about and discuss them before drawing their dot plots:
“How many data points should be on the dot plot?”
“How would the mean help us place the data points?”
“How would the MAD help us place the data points?”
“How should our dot plot compare to the dot plots of data sets A and B?”
Student Facing
Here are two dot plots and two stories. Match each story with a dot plot that could represent it. Be prepared to explain your reasoning.
[IMG]
Twenty people—high school students, teachers, and invited guests—attended a rehearsal for a high school musical. The mean age was 38.5 years and the MAD was 16.5 years.
High school soccer team practice is usually watched by supporters of the players. One evening, twenty people watched the team practice. The mean age was 38.5 years and the MAD was 12.7 years.
Another evening, twenty people watched the soccer team practice. The mean age was similar to that from the first evening, but the MAD was greater (about 20 years).
Make a dot plot that could illustrate the distribution of ages in this story.
[IMG]
Student Response
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Activity Synthesis
Poll students on their response to the first question. Ask a student to explain how they matched one context to its dot plot and another student to explain the second matching context and dot plot. Record and display their responses for all to see. If possible, record their responses directly on the dot plots.
Ask selected students to share their dot plots for the second question and their reasoning. To involve more students in the conversation, consider asking some of the following questions:
“What was the first piece of information you used to draw your dot plot? Why?”
“How did you decide where to place your dots?”
“How is your dot plot the same or different than the first evening of soccer practice?”
“Do you agree or disagree with this representation of the context? Why?”
“Do you have any questions to ask the student who drew the dot plot?”


correct_option_index: 0

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