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.


Your response:
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.


Your response:
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.


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

Analyze, compare, create, and compose shapes.

Understand similarity in terms of similarity transformations.

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

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

Make geometric constructions.

Experiment with transformations in the plane.

Define trigonometric ratios and solve problems involving right triangles.

Apply geometric concepts in modeling situations.

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

Prove geometric theorems.

Understand and apply the Pythagorean Theorem.

Prove theorems involving similarity.

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

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

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

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

Apply trigonometry to general triangles.

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

Use coordinates to prove simple geometric theorems algebraically.

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

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

Explain volume formulas and use them to solve problems.

Understand congruence in terms of rigid motions.

Find arc lengths and areas of sectors of circles.

Reason with shapes and their attributes.

Understand and apply theorems about circles.
problem_activity: In Class Launch
Use after Unit 3, Lesson 11
In this task, students will experiment with cups in order to see what shape they seem to trace out when they are rolled on a flat surface, and then refine their thinking in order to prove what the shape is. If possible, provide cups with a variety of sizes and shapes. Note that cylindrical cups will not curve as they are rolled, and so will not make the same kind of shape as cups with slanted sides.
Ask students to roll some cups around. Then ask them to guess what shape the cup traces out on the table or floor. Sketch the suggested shapes for all to see. Tell students their task is to try to prove what the shape is.
Teacher Instructions
Consider the types of cups to make available to students and how they will be able to manipulate the cups. For example, paper cups can be cut apart and unrolled, but plastic cups can’t. If materials are limited and need to be reused in multiple class periods, consider providing an intact cup and a cup that has already been cut apart so that students can examine both of them.
After students have completed the task, either invite them to share how they knew what shape the cup would trace out, or have a gallery walk so that students can see and comment on each other’s arguments.
Then invite them to share their responses to the last question: how did they make a cup that would trace out the largest possible area? If no student mentions it, ask what would happen if the sides of the cup weren’t slanted at all. (In theory, the cup will roll forever and trace out an infinite area, but in reality, it will run into something eventually and stop.)
Technology can be helpful when students are experimenting with different possible cup shapes. If technology is available, here is an applet students can use:
Student-Facing Statement
What shape does a cup trace out when it is rolled on a flat surface? Use words and pictures to explain how you know.
How can you locate the center and calculate the area of the shape that is traced out?
Using one sheet of 8.5 inch by 11 inch paper, how could you make a cup that will trace out the largest possible area?
Teacher Instructions
Consider the types of cups to make available to students and how they will be able to manipulate the cups. For example, paper cups can be cut apart and unrolled, but plastic cups can’t. If materials are limited and need to be reused in multiple class periods, consider providing an intact cup and a cup that has already been cut apart so that students can examine both of them.
If students see the questions in Part 2 before they have finished Part 1, it will give away the shape that the cup traces out, so hand out Part 2 after the discussion of Part 1. Part 1 can be discussed before all students have finished their explanations, as long as they all have some developed ideas about what the shape is. For the discussion, ask students to share what shape they think the cup traces out and why they think so. Students do not need to have fully developed proofs, but take the opportunity to press them to clarify their terminology and justify their assumptions.
After students have completed the task, invite them to share their responses to the last question: how did they make a cup that would trace out a larger area? (The bottom radius should be closer to the top radius so that the radius of the ring will be larger, or the cup should be taller so that the ring is thicker.) Then ask how they would make a shape that traces out the largest possible area. If no student mentions it, ask what would happen if the sides of the cup weren’t slanted at all. (In theory, the cup will roll forever and trace out an infinite area, but in reality, it will run into something eventually and stop.)
Technology can be helpful when students are experimenting with different possible cup shapes. If technology is available, here is an applet students can use:
Student-Facing Statement
Part 1:
What shape does a cup trace out when it is rolled on a flat surface? Explain or show your reasoning.
Pause for discussion.
Part 2:
The outside of this ring has a radius of 55 cm. The inside of the ring has a radius of 38 cm. Find the area of the ring.
[IMG]
Triangle
\(ABC\)
is isosceles. Find the length of side
\(AC\)
using the information given. The two vertical lines are parallel.
[IMG]
Here is the cross-section of a cup. It shows the width of the cup at the top and at the bottom, and the slant height of the cup. If we extend the sides of the cup down until they meet at a point, we will make a triangle. What would the slant height of that triangle be?
[IMG]
Measure the widths of the top and bottom of your cup, and measure its slant height. If you drew the cross-section of the cup and then extended the sides to make a triangle, what would the slant height of the triangle be?
If you rolled your cup in a circle to make a ring, what would the area of the ring be?
Give an example of a cup that would trace out a larger area than your cup would.


correct_option_index: 8

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