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.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: 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.


Thought: This task asks students to solve an equation in one variable. Since the problem asks for many different solution methods, students are also encouraged to solve the problem graphically.
Answer: 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.


Thought: This task asks students to make geometric constructions, such as bisecting an angle.
Answer: 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: Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

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

Represent and solve problems involving addition and subtraction.

Write expressions in equivalent forms to solve problems.

Work with radicals and integer exponents.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Work with addition and subtraction equations.

Gain familiarity with factors and multiples.

Add and subtract within 20.

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

Write and interpret numerical expressions.

Interpret the structure of expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Create equations that describe numbers or relationships

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

Understand the relationship between zeros and factors of polynomials.

Analyze patterns and relationships.

Use properties of operations to generate equivalent expressions.

Rewrite rational expressions.

Represent and solve problems involving multiplication and division.

Perform arithmetic operations on polynomials.

Use polynomial identities to solve problems.

Use the four operations with whole numbers to solve problems.

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

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

Generate and analyze patterns.

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

Solve equations and inequalities in one variable.

Solve systems of equations.

Represent and solve equations and inequalities graphically.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 1 of the What’s Behind My Back center. Students find multiple decompositions of a number. Students snap a tower of connecting cubes into 2 parts and record each decomposition with a drawing and an expression. It may be helpful to give each group of students a single color of connecting cubes so the color of the cubes doesn’t distract students from identifying the two parts. In future stages of this center students hide cubes behind their back after snapping a tower. If needed, you can choose not to use the name What’s Behind My Back when playing this stage or let students know they will do that in future stages of this center.
The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use during centers in future activities and lessons.
When students write an expression to match the connecting cubes, they reason abstractly and quantitatively (MP2).
MLR8 Discussion Supports.
Display and read aloud the following sentence frame to support small-group discussion: “You broke your tower into a group of ____ and a group of ____.” invite students to chorally repeat this sentence in unison 1–2 times.
Advances: Speaking, Conversing, Representing
Required Materials
Materials to Gather
Connecting cubes
Crayons
Materials to Copy
What's Behind My Back Stage 1 Recording Sheet
Required Preparation
Each group of 2 needs 8 connecting cubes of the same color.
Launch
Groups of 2
Give each group of students at least 8 connecting cubes and access to 2 different color crayons.
“We are going to learn a center called What’s Behind My Back?”
Display a cube tower with 8 cubes.
“Start with a tower of 8 cubes. One partner breaks the tower into 2 parts.”
Demonstrate breaking the tower into 2 parts.
“The other partner describes what happened to the tower. Tell your partner what happened to my tower.” (You broke your tower into a group of 5 and a group of 3.)
30 seconds: partner discussion
Share responses.
“Both partners record the two parts with a drawing and an expression.”
Demonstrate completing the recording sheet with a drawing and an expression.
“Then put your tower back together, and play again. Take turns snapping the tower of 8 cubes into 2 parts.”
Activity
5 minutes: partner work time
Student Facing
8 cubes
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8 cubes
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| |https://cms-im.s3.amazonaws.com/df6rew3ew18xkglzjtjc1ovvv7tb?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-149768.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-149768.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165232Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=9f474d428c909466a00a81ca41a2962ba593a89bd8f1c6d903531db14b6c15ce|          expression: _________________________  |https://cms-im.s3.amazonaws.com/df6rew3ew18xkglzjtjc1ovvv7tb?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-149768.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-149768.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165232Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=9f474d428c909466a00a81ca41a2962ba593a89bd8f1c6d903531db14b6c15ce| image:: https://cms-im.s3.amazonaws.com/df6rew3ew18xkglzjtjc1ovvv7tb?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-149768.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-149768.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165232Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=9f474d428c909466a00a81ca41a2962ba593a89bd8f1c6d903531db14b6c15ce |
| |https://cms-im.s3.amazonaws.com/df6rew3ew18xkglzjtjc1ovvv7tb?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-149768.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-149768.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165232Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=9f474d428c909466a00a81ca41a2962ba593a89bd8f1c6d903531db14b6c15ce|          expression: _________________________  |https://cms-im.s3.amazonaws.com/df6rew3ew18xkglzjtjc1ovvv7tb?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-149768.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-149768.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165232Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=9f474d428c909466a00a81ca41a2962ba593a89bd8f1c6d903531db14b6c15ce| image:: https://cms-im.s3.amazonaws.com/df6rew3ew18xkglzjtjc1ovvv7tb?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-149768.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-149768.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165232Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=9f474d428c909466a00a81ca41a2962ba593a89bd8f1c6d903531db14b6c15ce |
Student Response
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Advancing Student Thinking
If students snap the cubes the same way each time, consider asking:
“Are there any other ways that you can snap the tower into 2 parts?”
“What if you snapped only 1 cube off of the tower?”
Activity Synthesis
“What did you notice each time you snapped the tower?” (There were always 8 cubes. The 2 parts that we broke the tower into were different each time.)
“What are the different ways that you and your partner found to break the tower of 8 cubes into 2 parts?”
Display a tower of 2 and a tower of 6.
“What expression can we write to represent the 2 parts of this tower?” (
\(2 + 6\)
)


correct_option_index: 16