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

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Prove geometric theorems.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Visualize relationships between two-dimensional and three-dimensional objects.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply trigonometry to general triangles.

Apply geometric concepts in modeling situations.

Understand and apply theorems about circles.

Experiment with transformations in the plane.

Analyze, compare, create, and compose shapes.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Classify two-dimensional figures into categories based on their properties.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Translate between the geometric description and the equation for a conic section.

Use coordinates to prove simple geometric theorems algebraically.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand and apply the Pythagorean Theorem.

Define trigonometric ratios and solve problems involving right triangles.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Reason with shapes and their attributes.

Explain volume formulas and use them to solve problems.

Find arc lengths and areas of sectors of circles.

Understand congruence in terms of rigid motions.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Understand similarity in terms of similarity transformations.

Make geometric constructions.

Prove theorems involving similarity.
problem_activity: Activity
The purpose of this activity is to reinforce that some conditions define a unique polygon while others do not. Students build polygons given only a description of their side lengths. They articulate that this is not enough information to guarantee that a pair of quadrilaterals are identical copies. On the other hand, triangles have a special property that three specific side lengths result in a unique triangle. Students should notice that their recreation of Jada’s triangle is rigid; the side lengths and angles are all fixed.
Monitor for students who try putting the side lengths together in different orders to build different polygons and invite them to share during the whole-class discussion.
Digital
Launch
Arrange students in groups of 2. Remind students that a quadrilateral is a four-sided polygon. If necessary, demonstrate how to use the fasteners to connect the strips.
Distribute one set of strips and fasteners to each group. Provide access to geometry toolkit, including rulers and protractors. Encourage students to think about whether there are different shapes that would fulfill the given conditions. Give students 5–6 minutes of quiet work time followed by a whole-class discussion.
For classes using the digital materials, there is an applet for students to use to build polygons with the given side lengths. If necessary, demonstrate how to create a vertex by overlapping the endpoints of two segments. It may work best for positioning each segment to put the green endpoint in place first and then adjust the yellow endpoint as desired.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. Remind students that a polygon is a closed figure with straight sides. Demonstrate how to use fasteners to connect the slips.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Diego built a quadrilateral using side lengths of 4 in, 5 in, 6 in, and 9 in.
Build such a shape.
Is your shape an identical copy of Diego’s shape? Explain your reasoning.
Jada built a triangle using side lengths of 4 in, 5 in, and 8 in.
Build such a shape.
Is your shape an identical copy of Jada’s shape? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Remind students that a quadrilateral is a four-sided polygon. If necessary, demonstrate how to use the fasteners to connect the strips.
Distribute one set of strips and fasteners to each group. Provide access to geometry toolkit, including rulers and protractors. Encourage students to think about whether there are different shapes that would fulfill the given conditions. Give students 5–6 minutes of quiet work time followed by a whole-class discussion.
For classes using the digital materials, there is an applet for students to use to build polygons with the given side lengths. If necessary, demonstrate how to create a vertex by overlapping the endpoints of two segments. It may work best for positioning each segment to put the green endpoint in place first and then adjust the yellow endpoint as desired.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. Remind students that a polygon is a closed figure with straight sides. Demonstrate how to use fasteners to connect the slips.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Diego built a quadrilateral using side lengths of 4 in, 5 in, 6 in, and 9 in.
Build such a shape.
Is your shape an identical copy of Diego’s shape? Explain your reasoning.
Jada built a triangle using side lengths of 4 in, 5 in, and 8 in.
Build such a shape.
Is your shape an identical copy of Jada’s shape? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may think that their triangle is different from Jada’s because hers is “upside down.” Ask the student to turn their triangle around and ask them if it is now a different triangle. While there is a good debate to be had if they continue to insist they are different, let the students know that, for this unit, we will consider shapes that have been turned or flipped or moved as identical copies and thus “not different.”
Activity Synthesis
Select previously identified students to share their constructions and explanations. Display each student’s example for all to see.
If desired, reveal Diego and Jada’s shapes and display for all to see along side students’ work.
[IMG]
Ask students:
“Is this what you thought Jada and Diego’s shapes looked like?”
“Which shape did you make an identical copy of?” (Jada’s triangle.)
“Why did you not make an identical copy of Diego’s shape?” (Because you can make quadrilaterals with the same side lengths but different angle measure.)
Consider explaining to students how this finding is applied in construction projects. For stability, the internal structures of many buildings (and bridges) will include triangles. Rectangles or other polygons with more than three sides often include triangular supports on the inside, to make the construction more rigid and less floppy.
Speaking: MLR7 Compare and Connect.
Use this routine to support whole-class discussion. Ask students to consider what is the same and what is different about their quadrilateral as compared to Diego’s. Draw students' attention to the association between the order of side lengths in each quadrilateral and the angle measures in each shape. In this discussion, demonstrate the language used to make sense of the conditions required to make identical figures. Talking about and comparing the quadrilaterals will help draw students' attention to the conditions that define a unique polygon.
Design Principle(s): Maximize meta-awareness


correct_option_index: 1