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: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
problem_activity: Activity
In this activity, students investigate how the height of water in a graduated cylinder is a function of the volume of water in the graduated cylinder. Students make predictions about how the graph will look and then test their prediction by filling the graduated cylinder with different amounts of water, gathering and graphing the data (MP4).
Digital
Launch
Arrange students in groups of 3–4. Be sure students know how to measure using a graduated cylinder. If needed, display a graduated cylinder filled to a specific measurement for all to see and demonstrate to students how to read the measurement. Give each group access to a graduated cylinder and water.
Give groups 8–10 minutes to work on the task, follow with a whole-class discussion.
For classrooms with access to the digital materials or those with no access to graduated cylinders, an applet is included here. Physical measurement tools and an active lab experience are preferred.
Speaking: MLR8 Discussion Supports.
Display sentence frames to support small-group discussion. For example, “I think ____ , because _____ .” or “I (agree/disagree) because ______ .”
Design Principle(s): Support sense-making; Optimize output for (explanation)
Student Facing
Use the applet to investigate the height of water in the cylinder as a function of the water volume.
Before you get started, make a prediction about the shape of the graph.
Check Reset and set the radius and height of the graduated cylinder to values you choose.
Let the cylinder fill with different amounts of water and record the data in the table.
Create a graph that shows the height of the water in the cylinder as a function of the water volume.
Choose a point on the graph and explain its meaning in the context of the situation.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 3–4. Be sure students know how to measure using a graduated cylinder. If needed, display a graduated cylinder filled to a specific measurement for all to see and demonstrate to students how to read the measurement. Give each group access to a graduated cylinder and water.
Give groups 8–10 minutes to work on the task, follow with a whole-class discussion.
For classrooms with access to the digital materials or those with no access to graduated cylinders, an applet is included here. Physical measurement tools and an active lab experience are preferred.
Speaking: MLR8 Discussion Supports.
Display sentence frames to support small-group discussion. For example, “I think ____ , because _____ .” or “I (agree/disagree) because ______ .”
Design Principle(s): Support sense-making; Optimize output for (explanation)
Student Facing
Your teacher will give you a graduated cylinder, water, and some other supplies. Your group will use these supplies to investigate the height of water in the cylinder as a function of the water volume.
Before you get started, make a prediction about the shape of the graph.
Fill the cylinder with different amounts of water and record the data in the table.
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "volume (ml)"}], "td": [{}, {}, {}, {}, {}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "height (cm)"}], "td": [{}, {}, {}, {}, {}, {}]}]}]}]}
Create a graph that shows the height of the water in the cylinder as a function of the water volume.
[IMG]
Choose a point on the graph and explain its meaning in the context of the situation.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Select groups to share the graph for the third question and display it for all to see. Consider asking students the following questions:
“What do you notice about the shape of your graph?”
“What is the independent variable of your graph? Dependent variable?”
“How does this graph differ from what you predicted the shape would be?”
“For the last question, what point did you choose, and what does that point mean in the context of this activity?”
“What would the endpoint of the graph be?” (There is a maximum possible volume for the cylinder. Once it’s filled, any extra water will spill out and not raise the water height.)
[IMG]
Ask students to predict how the graph would change if their cylinder had double the diameter. After a few responses, display this graph for all to see:Explain that each line represents the graph of a cylinder with a different radius. One cylinder has a radius of 1 cm, another has a radius of 2 cm, and another has a radius of 3 cm. Have students consider which line must represent which cylinder. Ask, “how did the slope of each graph change as the radius increased?” (As the radius is larger, the slope is less steep. This is because for a cylinder with a larger base, the same volume of water will not fill as high up the side of the cylinder.)


correct_option_index: 0