few_shots: Example:
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:
A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Analyze proportional relationships and use them to solve real-world and mathematical problems.

Understand ratio concepts and use ratio reasoning to solve problems.
problem_activity: Optional activity
In this activity, students explore percentages that describe parts of a whole. They find both
\(B\)
and
\(C\)
, where
\(A\%\)
of
\(B\)
is
\(C\)
, in the context of available and consumed water on a hike.
Students who use a double number line may notice that the value of
\(B\)
is the same in both questions, so the same double number line can be used to solve both parts of the problem. To solve the second question, however, the diagram needs to be partitioned with more tick marks.
As in the previous task, students may solve using other strategies, including by simply multiplying or dividing, i.e.,
\((1.5) \boldcdot 2 = 3.0\)
and
\(\frac{80}{100} \boldcdot (3.0) = 2.4\)
. Encourage them to also explain their reasoning with a double number line, table, or tape diagram. Monitor for at least one student using each of these representations.
Launch
Give students quiet think time to complete the activity and then time to share their explanation with a partner. Follow with a whole-class discussion.
Student Facing
During the first part of a hike, Andre drank 1.5 liters of the water he brought.
If this is 50% of the water he brought, how much water did he bring?
If he drank 80% of his water on his entire hike, how much did he drink?
Student Response
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Student Facing
Are you ready for more?
Decide if each scenario is possible.
Andre plans to bring his dog on his next hike, along with 150% as much water as he brought on this hike.
Andre plans to drink 150% of the water he brought on his hike.
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
After students create a double number line diagram with tick marks at 50% and 100%, some may struggle to know how to fit 80% in between. Encourage them to draw and label tick marks at 10% increments or work with a table instead. Some students may think that the second question is asking for the amount of water Andre drank on the second part of the hike. Clarify that it is asking for his total water consumption on the entire hike.
Activity Synthesis
Select 1–2 students who used a double number line, a table of equivalent ratios, and a tape diagram to share their strategies. As students explain, illustrate and display those representations for all to see.
Ask students how they knew what 100% means in the context. At this point it is not necessary for students to formally conceptualize the two ways percentages are used (to describe parts of whole, and to describe comparative relationships). Drawing their attention to concrete and contextualized examples of both, however, serves to build this understanding intuitively.
Reading, Writing, Speaking: MLR3 Clarify, Critique, Correct.
Before students share their answers for the second question, present an incorrect answer and explanation. For example, “If Andre drank 80% of his water on his entire hike, then he drank 1.2 liters of water because 0.8 times 1.5 liters is 1.2 liters.” Ask students to identify the error, critique the reasoning, and write a correct explanation. As students discuss in partners, listen for students who identify and clarify the assumption in the statement. For example, the author assumed that Andre brought 1.5 liters for his entire hike; however, the problem states that Andre drank 1.5 liters of the water he brought. This will remind students to carefully identify the quantity they are finding a percentage of.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness


correct_option_index: 1