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:
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:
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:
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: Write expressions in equivalent forms to solve problems.

Represent and solve equations and inequalities graphically.

Use polynomial identities to solve problems.

Use properties of operations to generate equivalent expressions.

Work with addition and subtraction equations.

Solve equations and inequalities in one variable.

Represent and solve problems involving multiplication and division.

Interpret the structure of expressions.

Multiply and divide within 100.

Add and subtract within 20.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Reason about and solve one-variable equations and inequalities.

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

Understand the relationship between zeros and factors of polynomials.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve systems of equations.

Represent and solve problems involving addition and subtraction.

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

Use the four operations with whole numbers to solve problems.

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

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

Create equations that describe numbers or relationships

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

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Write and interpret numerical expressions.

Work with radicals and integer exponents.

Analyze patterns and relationships.

Generate and analyze patterns.

Rewrite rational expressions.

Perform arithmetic operations on polynomials.

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

Gain familiarity with factors and multiples.
problem_activity: Activity
In the previous activity, the system of equations was represented in words, a table, and a graph. In this activity, the system of equations is partially given in words, but key elements are only provided in the graph. Students have worked with lines that represent a context before. Now they must work with two lines at the same time to determine whether a point lies on one line, both lines, or neither line.
Teacher Notes for IM 6–8 Math Accelerated
This activity is optional. Use this activity if time allows to preview some of the work ahead with systems of equations or if students need additional practice making connections between points on and off graphed lines as they relate to a context. Due to the sequence of IM 6–8 Math Accelerated, this activity is in a different lesson so the reference to the “previous activity” in the narrative should be disregarded.
Launch
Arrange students in groups of 2. Give students 1 minute to read the problem and answer any questions they have about the context. Tell students to complete the table one row at a time with one person responding for Clare and the other responding for Andre. Give students 2–3 minutes to finish the table followed by whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts for students who benefit from support with organizational skills in problem solving. Check in with students within the first 2–3 minutes of work time to ensure that they have understood the directions. If students are unsure how to begin, suggest that they consider each statement for Clare first, and then for Andre.
Supports accessibility for: Organization; Attention
Writing, Speaking: MLR5 Co-Craft Questions.
Display the graph that shows Clare and Andre’s progress of making signs, without showing the table. Ask students to write down possible mathematical questions that can be asked about the situation, and then share with a partner. As students discuss, listen for and amplify questions that notice and wonder about the points A, B, C, and D; the location of these points; and why the points were possibly highlighted and what it means in context of the situation. Finally, reveal the table from the activity or use questions generated by the students and allow time to work on them. This will help students make sense of a graph with two lines at the same time by generating questions using mathematical language.
Design Principle(s): Cultivate conversation; Maximize meta-awareness
Student Facing
Clare and Andre are making signs for all the lockers as part of the decorations for the upcoming spirit week. Yesterday, Andre made 15 signs and Clare made 5 signs. Today, they need to make more signs. Each person's progress today is shown in the coordinate plane.
[IMG]
Based on the lines, mark the statements as true or false for each person.
| point |                     what it says                     | Clare | Andre |
|-------|------------------------------------------------------|-------|-------|
| \(A\) |      At 40 minutes, I have 25 signs completed.       |       |       |
| \(B\) | At 75 minutes, I have 42 and a half signs completed. |       |       |
| \(C\) |       At 0 minutes, I have 15 signs completed.       |       |       |
| \(D\) |      At 100 minutes, I have 60 signs completed.      |       |       |
Student Response
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Student Facing
Are you ready for more?
4 toothpicks make 1 square
7 toothpicks make 2 squares
10 toothpicks make 3 squares
[IMG]
Do you see a pattern? If so, how many toothpicks would you need to make 10 squares according to your pattern? Can you represent your pattern with an expression?
Student Response
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for free access to Extension Student Response.
Activity Synthesis
Display the graphs from the task statement. The goal of this discussion is for students to realize that points that lie on one line can be interpreted as statements that are true for Clare, and points that lie on the other line as statements that are true for Andre. Ask students:
“What is true for Clare and Andre after 20 minutes?” (Clare has 15 signs completed and Andre has 20 signs completed.)
“What, then, do you know about the point
\((20, 15)\)
and the equation for Clare's graph?” (The point
\((20, 15)\)
is a solution to the equation for Clare's graph.)
“What do you know about the point
\((20, 20)\)
and the equation for Andre's graph?” (The point
\((20, 20)\)
is a solution to the equation for Andre's graph.)
Invite groups to share their reasoning about points A–D. Conclude by pointing out to students that, in this context, there are many points true for Clare and many points true for Andre but only one point true for both of them. Future lessons will be about how to figure out that point.


correct_option_index: 22