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: Reason quantitatively and use units to solve problems.

Represent and model with vector quantities.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Extend the properties of exponents to rational exponents.

Perform operations on matrices and use matrices in applications.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

Use properties of rational and irrational numbers.

Perform arithmetic operations with complex numbers.

Perform operations on vectors.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Use complex numbers in polynomial identities and equations.

Represent complex numbers and their operations on the complex plane.

Compute fluently with multi-digit numbers and find common factors and multiples.
problem_activity: Activity
The purpose of this activity is to use the new skills of multiplying and dividing rational numbers to represent and solve problems in a new context (MP4). In this activity students are using using multiplication and division of negatives and working with a proportional relationship with a negative constant of proportionality. Students should use what they know about proportional relationships to help them (for example; points lie on a straight line, line passes through zero, there is a point
\((1, k)\)
that lies on the line).
Digital
Launch
Remind students that we can model positions below the surface with negative values, so drilling 30 feet down is represented with -30 feet.
Ask students what they remember about proportional relationships. Examples:
Often represented with an equation in the form
\(y=kx\)
.
The constant of proportionality, often called
\(k\)
, is the change in
\(y\)
for a change by 1 in
\(x\)
.
A graph representing a proportional relationship is a line through (0,0) and
\((1,k)\)
Arrange students in groups of 3 during the discussion.
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students have access to written directions, word problems and other text-based content.
Supports accessibility for: Language; Conceptual processing
Student Facing
A water well drilling rig has dug to a height of -60 feet after one full day of continuous use.
Assuming the rig drilled at a constant rate, what was the height of the drill after 15 hours?
If the rig has been running constantly and is currently at a height of -147.5 feet, for how long has the rig been running?
Use the coordinate grid to show the drill’s progress.
At this rate, how many hours will it take until the drill reaches -250 feet?
[IMG]
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
Remind students that we can model positions below the surface with negative values, so drilling 30 feet down is represented with -30 feet.
Ask students what they remember about proportional relationships. Examples:
Often represented with an equation in the form
\(y=kx\)
.
The constant of proportionality, often called
\(k\)
, is the change in
\(y\)
for a change by 1 in
\(x\)
.
A graph representing a proportional relationship is a line through (0,0) and
\((1,k)\)
Arrange students in groups of 3 during the discussion.
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students have access to written directions, word problems and other text-based content.
Supports accessibility for: Language; Conceptual processing
Student Facing
A water well drilling rig has dug to a height of -60 feet after one full day of continuous use.
Assuming the rig drilled at a constant rate, what was the height of the drill after 15 hours?
If the rig has been running constantly and is currently at a height of -147.5 feet, for how long has the rig been running?
Use the coordinate grid to show the drill’s progress.
[IMG]
At this rate, how many hours will it take until the drill reaches -250 feet?
[IMG]
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
Some students may struggle to get the length of time out of the phrase "one full day of continuous use," wondering whether the drill was running at night. Let them know the drill has been going for 24 hours.
Activity Synthesis
Have students to share their solutions with each other in groups of three and work to come to agreement.
To wrap up, emphasize that because we can now complete any calculation with any rational number, we can extend constants of proportionality
\(k\)
to include negative values. Because the operations are now well-defined, we can answer questions using such a constant.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. Invite select groups to share their solution and reasoning with the class. After each group presents, ask students to restate and/or revoice what they heard using mathematical language. Consider providing students time to restate what they heard to a partner, before selecting one or two students to share with the class. Ask the original group if this accurately reflects their thinking. This will provide more students with an opportunity to describe what they have learned about proportional relationships with a negative constant of proportionality.
Design Principle(s): Support sense-making


correct_option_index: 10