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: Write expressions in equivalent forms to solve problems.

Work with radicals and integer exponents.

Work with addition and subtraction equations.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

Add and subtract within 20.

Solve systems of equations.

Write and interpret numerical expressions.

Solve equations and inequalities in one variable.

Represent and solve problems involving multiplication and division.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Perform arithmetic operations on polynomials.

Represent and solve equations and inequalities graphically.

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

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

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

Use polynomial identities to solve problems.

Interpret the structure of expressions.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Generate and analyze patterns.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving addition and subtraction.

Multiply and divide within 100.

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

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

Reason about and solve one-variable equations and inequalities.

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

Analyze patterns and relationships.

Rewrite rational expressions.

Gain familiarity with factors and multiples.

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

Use properties of operations to generate equivalent expressions.
problem_activity: Activity
In this activity, students match a card with two equations to another card describing the move that turns the first equation into the second. The goal is to help students think about equations the same way they have been thinking about hangers: objects where equality is maintained so long as the same move is made on each side. Additionally, this is the first activity where students encounter equation moves involving negative numbers, which is not possible when using hangers.
Launch
Review with students what we know about equations based on reasoning about hangers:
We can add the same quantity to each side, and the equation is still true (the hanger is still in balance).
We can subtract the same quantity from each side, and the equation is still true.
We can double or triple or halve or third the things that appear on each side, and the equation is still true. More generally, we can multiply the number of things on each side by the same number.
Tell students that hanger diagrams are really only useful for reasoning about positive numbers, but the processes above also work for negative numbers. Negative numbers are just numbers, and they have to follow the same rules as positive numbers. In fact, if we allow negative numbers into the mix, we can express any maneuver with one of two types of moves:
Add the same thing to each side. (The “thing” could be negative.)
Multiply each side by the same thing. (The “thing” could be a fraction less than 1.)
Arrange students in groups of 2. Give each group 12 pre-cut slips from the blackline master. Give 3–4 minutes for partners to match the numbered slips with the lettered slips then 1–2 minutes to trade places with another group and review each other’s work. Ask partners who finish early to write down on a separate sheet of paper what the next move would be for each of the numbered cards if the goal were to solve for
\(x\)
. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity by beginning with fewer cards. For example, give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial set of matches.
Supports accessibility for: Conceptual processing; Organization
Student Facing
Your teacher will give you some cards. Each of the cards 1 through 6 show two equations. Each of the cards A through E describe a move that turns one equation into another.
Match each number card with a letter card.
One of the letter cards will not have a match. For this card, write two equations showing the described move.
Student Response
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Activity Synthesis
The goal of this discussion is to get students using the language of equations and describing the changes happening on each side when solving. Ask:
“What is a move you could do to the equation
\(7=2x\)
on card 1 that would result in an equation of the form
\(x=\underline{  }\)
? What is another move that would also work?” (Multiply each side by
\(\frac12\)
. Divide each side by 2.)
“Which numbered card was the most challenging to match?” (Card 2, because it at first I only looked at the
\(x\)
-terms and thought the move involved a change of
\(8x\)
.)
“Does anyone have a value for
\(x\)
that would solve one of the numbered cards? How did you figure it out?” (
\(x=2\)
is a solution for card 5. I added 3 to each side and then multiplied each side by
\(\frac14\)
.)
End the discussion by inviting groups to share the equations they wrote for card 6 and describe how they match the move "add
\(3x\)
to each side."
Speaking: MLR3 Clarify, Critique, Correct.
Display the statements: “When we add to both sides, it is the same.” and “When we multiply both sides, it stays the same.” Ask students to clarify or improve these statements in a way that is more specific. Prompt students to think about positive and negative numbers as well as fractions. This will help students to use the language of equations to explain why you can add (or subtract) and multiply (or divide) each side of an equation by an expression involving rational numbers and still have an equivalent equation.
Design Principle(s): Optimize output (for generalization)


correct_option_index: 32