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: Analyze patterns and relationships.

Represent and solve problems involving addition and subtraction.

Reason about and solve one-variable equations and inequalities.

Use properties of operations to generate equivalent expressions.

Create equations that describe numbers or relationships

Generate and analyze patterns.

Add and subtract within 20.

Use polynomial identities to solve problems.

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

Work with addition and subtraction equations.

Multiply and divide within 100.

Interpret the structure of expressions.

Rewrite rational expressions.

Understand and apply properties of operations and the relationship between addition and subtraction.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

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

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

Write and interpret numerical expressions.

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

Gain familiarity with factors and multiples.

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

Perform arithmetic operations on polynomials.

Understand the relationship between zeros and factors of polynomials.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write expressions in equivalent forms to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

Work with radicals and integer exponents.

Solve systems of equations.

Solve equations and inequalities in one variable.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
problem_activity: Activity
This activity is parallel to one in the previous lesson, except that students are creating a tape diagram after interpreting an equation rather than interpreting a story. The intention is for students to reason in any way that makes sense to them about the equations and diagrams to figure out the solution to each equation. Do not demonstrate any equation solving procedures yet.
For each equation, monitor for a student who used their diagram to reason about a solution and a student who used the structure of the equation to reason about a solution.
Digital
Launch
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display a blank template of a tape diagram labeling the different parts with generalizations for what content will go inside. In addition, consider using a previous example situation or equation to make connections to the blank template.
Supports accessibility for: Conceptual processing; Memory
Speaking, Representing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to refine their tape diagrams. Ask students to meet with 2–3 partners to get feedback on their diagram of one or both equations. Listeners should press for details from the equations (e.g., “Where is the ___ from the equation in your diagram?”). This will help students use language to describe connections between the diagrams and the equations.
Design Principle(s): Support sense-making
Student Facing
Draw a tape diagram to match each equation.
\(114 = 3x + 18\)
\(114 = 3(y + 18)\)
Use any method to find values for
\(x\)
and
\(y\)
that make the equations true.
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
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display a blank template of a tape diagram labeling the different parts with generalizations for what content will go inside. In addition, consider using a previous example situation or equation to make connections to the blank template.
Supports accessibility for: Conceptual processing; Memory
Speaking, Representing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to refine their tape diagrams. Ask students to meet with 2–3 partners to get feedback on their diagram of one or both equations. Listeners should press for details from the equations (e.g., “Where is the ___ from the equation in your diagram?”). This will help students use language to describe connections between the diagrams and the equations.
Design Principle(s): Support sense-making
Student Facing
\(114 = 3x + 18\)
\(114 = 3(y + 18)\)
Draw a tape diagram to match each equation.
Use any method to find values for
\(x\)
and
\(y\)
that make the equations true.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
To make a Koch snowflake:
Start with an equilateral triangle that has side lengths of 1. This is step 1.
Replace the middle third of each line segment with a small equilateral triangle with the middle third of the segment forming the base. This is step 2.
Do the same to each of the line segments. This is step 3.
Keep repeating this process.
[IMG]
What is the perimeter after step 2? Step 3?
What happens to the perimeter, or the length of line traced along the outside of the figure, as the process continues?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
For each equation, select a student who used their diagram to reason about a solution and a student who used the structure of the equation to reason about a solution. Ask these students to explain how they arrived at a solution. Display the diagram and the equation side by side as students are explaining, and draw connections between the two representations.
Do not demonstrate any equation-solving procedures yet.


correct_option_index: 17