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.


Thought: 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.


Thought: 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.


Thought: 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: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
problem_activity: Activity
Continuing their work from the previous lesson, the purpose of this activity is for students to write a rational equation to model a situation and then use it to answer questions. The difference between this activity and previous ones in which students solved rational equations is that now students must solve a rational equation in which the denominators of the two expressions on each side are different expressions involving the variable
\(r\)
.
Monitor for students who either graph each expression to find the point of intersection or set up an equation that they solve to share during the class discussion.
Making graphing technology available gives students opportunity to choose appropriate tools strategically (MP5).
Launch
Arrange students in groups of 2. Tell students to read the activity and answer the first problem. After quiet work time, ask students to compare their responses to their partner’s and reach agreement on the two expressions. Select 2–3 students to share their expressions with the class, recording them for all to see. Once students are in agreement on the expressions, allow them to continue to the next problem.
Conversing: MLR8 Discussion Supports.
Use this routine to help students explain their expression to their partner. Students should take turns sharing their expressions and explaining their reasoning to their partner. Display the following sentence frames for all to see: “_____ represents _____”, “Where does _____ show . . . ?”, and “That could (or couldn’t) be true because . . . .” Encourage students to challenge each other when they disagree. This will help students clarify their reasoning about modeling situations with rational expressions.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
Noah likes to go for boat rides along a river with his family. In still water, the boat travels about 8 kilometers per hour. In the river, it takes them the same amount of time
\(t\)
to go upstream 5 kilometers as it does to travel downstream 10 kilometers.
[IMG]
If the speed of the river is
\(r\)
, write an expression for the time it takes to travel 5 kilometers upstream and an expression for the time it takes to travel 10 kilometers downstream.
Use your expressions to calculate the speed of the river. Explain or show your reasoning.
Student Response
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Anticipated Misconceptions
Students may not know how to use the information that the boat goes 8 kph in still water. Tell them that if a boat is going downstream, then the river is pushing it forward, so it will travel at its speed plus the river’s speed. If the boat is going upstream, then the river will push against it and slow it down.
Activity Synthesis
The purpose of this discussion is for students to share how they solved a rational equation in which the denominators of the rational expressions are not the same. During the discussion, students should make connections to how they solved rational equations in the previous lesson in order to reason that they can strategically multiply by a common denominator in order to get an equation without variables in denominators.
Select previously identified students to share how they answered the last question, starting with any who used graphs. The main focus of the discussion should be on how students identified a solution to the equation
\(\frac{5}{8-r}=\frac{10}{8+r}\)
. Here are some questions for discussion:
“What are some possible first steps to solving the equation?” (Multiplying by
\(8-r\)
or
\(8+r\)
.)
“Is it better to multiply each side by
\(8-r\)
first or
\(8+r\)
first?” (No matter the order, multiplying by one then the other results in the linear equation
\(5(8+r) = 10(8-r)\)
.)
If time allows, display a graph of
\(y=\frac{5}{8-r}\)
and ask, “What is the meaning of the vertical asymptote
\(r=8\)
in this situation?” (If the boat goes 8 kilometers per hour and the river goes 8 kilometers per hour, then the boat does not go anywhere.)


correct_option_index: 3