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: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
- 100 can be thought of as a bundle of ten tens — called a “hundred.”
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Count within 1000; skip-count by 5s, 10s, and 100s.

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
problem_activity: Narrative
The purpose of this activity is for students to use what they know about counting within 1,000 to make sense of number lines that show counting on or counting back by 10 or 100. This work helps build fluency with counting within 1,000 and connects to an upcoming lesson where students add and subtract multiples of 10 or 100 using equations.
MLR8 Discussion Supports.
Invite students to begin partner interactions by repeating the question, “What pattern do you notice?” This gives both students an opportunity to produce language.
Advances: Conversing
Launch
Groups of 2
Display the number line with jumps of 100.
“On this number line there are 5 tick marks, but only 3 are labeled. What are the missing numbers and how do you know?” (534 and 634 because the jumps are the same length and they must be jumps of 100. The hundreds place is increasing by 1, but the other places are not changing.)
30 seconds: quiet think time
30 seconds: partner discussion
Share and record responses.
“You recognized that the length between each tick mark must represent 100. The tick marks and arrows show counting on by 100 on the number line.”
Activity
“For each of the problems, use what you know about counting, representing numbers on the number line, and place value to find the missing numbers.”
10 minutes: partner work time
Monitor for a student to share their reasoning for _____, _____, 332, 342, 352
Student Facing
[IMG]
Fill in the missing numbers.
[IMG]
Does this number line show counting on by 10 or counting on by 100?
Fill in the missing numbers.
[IMG]
Does this number line show counting on by 10 or counting on by 100?
Fill in the missing numbers.
[IMG]
Does this number line show counting on by 10 or counting on by 100?
Fill in the missing numbers to show counting on by 10.
739, 749, __________, 769, __________
Explain how you can tell your numbers show counting on by 10 and not counting on by 100.
Student Response
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Advancing Student Thinking
If students find the missing numbers by counting by 1 instead of using patterns increasing by 10 or 100, consider asking:
“What digit is changing? Is it going up or down?”
“How can that help you figure out the count?”
Activity Synthesis
Invite a student to share their reasoning for _____, _____, 332, 342, 352.
“How did you figure out the starting number?” (I saw that it was going up by 10, so I knew I had to count back by 10 to find the starting numbers.)
Record responses with an open number line and equations.


correct_option_index: 2