few_shots: Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
H. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Thought: This problem pertains to functions because it asks students to find the general solution to a trigonometric function.
Answer: B

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
D. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
E. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
J. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
K. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.


Thought: This task asks students to reason with equations, specifically a quadratic equation. Since the problem asks for as many different methods as possible, it's possible that students would discover solution methods that include graphing both sides of the equation with a graphing calculator and finding the x coordinates of where the two functions intersect.
Answer: B, G

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 $P$.


Topic options: 
A. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
E. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
F. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
G. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
H. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
I. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
J. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
K. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.


Thought: This task involves geometric concepts including angles, circles, and rays.
Answer: H

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001894

HS_0

im_task_000870

HS_1

im_task_001160

HS_2
options: Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
problem_activity: Activity
This activity continues the work of using a balanced hanger to develop strategies for solving equations. Students are presented with balanced hangers and are asked to write equations that represent them. They are then asked to explain how to use the diagrams, and then the equations, to reason about a solution. Students notice the structure of equations and diagrams and find correspondences between them and between solution strategies.
Launch
Draw students’ attention to the diagrams in the task statement. Ensure they notice that the hangers are balanced and that each object is labeled with its weight. Some weights are labeled with numbers but some are unknown, so they are labeled with a variable.
Keep students in the same groups. Give 5–10 minutes of quiet work time and time to share their responses with a partner, followed by a whole-class discussion.
Student Facing
Here are some balanced hangers where each piece is labeled with its weight. For each diagram:
Write an equation.
Explain how to figure out the weight of a piece labeled with a letter by reasoning about the diagram.
Explain how to figure out the weight of a piece labeled with a letter by reasoning about the equation.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite students to demonstrate, side by side, how they reasoned with both the diagram and the equation. For example, diagram A can be shown next to the equation
\(7=3x+1\)
. Cross out a piece representing 1 from each side, and write
\(7-1=3x+1-1\)
, followed by
\(6=3x\)
. Encircle 3 equal groups on each side, and write
\(6 \div 3 = 3x \div 3\)
, followed by
\(2=x\)
. Repeat for as many diagrams as time allows. If diagrams A and B did not present much of a challenge for students, spend most of the time on diagrams C and D.
We want students to walk away with two things:
An instant recognition of the structure of equations of the form
\(px+q=r\)
where
\(p\)
,
\(q\)
, and
\(r\)
are specific, given numbers.
A visual representation in their minds that can be used to support understanding of why for equations of this type, you can subtract
\(q\)
from each side and then divide each side by
\(p\)
to find the solution.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following terms and maintain the display for reference throughout the unit: hanger diagram. For example, display an example of a balanced hanger. With class participation, create step-by-step instructions on how to write and solve an equation based on the hanger.
Supports accessibility for: Memory; Language
Representing, Speaking: MLR8 Discussion Supports.
To invite participation in the whole-class discussion, use sentence frames to support students’ explanations for how they found the weights by reasoning about the hangers and equations. For example, provide the frame “First, I ___ because . . .”, “Then I ___ because . . . ." Be sure to verbalize and amplify mathematical language in the students’ explanations (e.g., “subtracting the constant”, and “dividing by the coefficient”). This will help students explain their reasoning with the diagram and the equation.
Design Principle(s): Optimize output (for explanation); Cultivate conversation


correct_option_index: 2