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:
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:
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:
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: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
problem_activity: Warm-up
The mathematical purpose of this activity is for students to describe the relationship between variables using mathematical terminology, such as strong or weak relationship and positive or negative relationship. These terms were defined in the previous lesson. Students must reason abstractly and quantitatively (MP2) to determine the type of relationship.
Launch
Arrange students in groups of 2. Tell students there are many possible answers for the questions. After quiet work time, ask students to compare their responses to their partner’s and decide if they are both correct, even if they are different. Follow with a whole-class discussion.
To help students understand some of the context, explain that, for many modern cars, it is recommended that the oil be changed every 5,000 miles driven or every 5 months.
Student Facing
Describe the strength and sign of the relationship you expect for each pair of variables. Explain your reasoning.
Used car price and original sale price of the car.
Used car price and number of cup holders in the car.
Used car price and number of oil changes the car has had.
Used car price and number of miles the car has been driven.
Student Response
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Activity Synthesis
The purpose of this discussion is for students to discuss the strength of relationships in preparation for having students distinguish between
causal relationships
and statistical relationships.
Encourage the use of the terms strong or weak relationship and positive or negative relationship in the discussion.
The discussion should focus on the reasoning for the last 2 problems and how they are similar and different. Here are some questions for discussion.
“How is the relationship between the car price and number of oil changes similar to the relationship between the car price and number of miles driven?” (They both have a strong, negative relationship.)
“How is the relationship between the car price and number of oil changes different from the relationship between the car price and number of miles driven?” (The number of miles the car has been driven seems more directly related to the price than the number of oil changes. It probably has a stronger negative relationship than the number of oil changes.)


correct_option_index: 0