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: Understand and evaluate random processes underlying statistical experiments.

Understand independence and conditional probability and use them to interpret data.

Use probability to evaluate outcomes of decisions.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Summarize, represent, and interpret data on a single count or measurement variable.

Investigate patterns of association in bivariate data.

Calculate expected values and use them to solve problems.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Draw informal comparative inferences about two populations.

Develop understanding of statistical variability.

Investigate chance processes and develop, use, and evaluate probability models.

Summarize and describe distributions.

Interpret linear models.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Use random sampling to draw inferences about a population.
problem_activity: Activity
The mathematical purpose of this activity is for students to collect, represent, and interpret data using a histogram. For most groups of high school students, the distribution of handspans should be approximately normal. If the distribution for your group is not approximately normal, display the distribution from the student response provided in these materials as the data from another class and ask students to comment on that distribution.
Making statistical technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Tell students that they will measure the distance from their thumb to smallest finger when their hand is stretched, rounded to the nearest tenth of a centimeter, and then tell you the measurement.
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to orient students to the situation. Display the image and the first sentence of this problem, without revealing the questions that follow. Ask students to create a list of mathematical questions that could be asked about the situation. Invite students to compare their questions before revealing the remainder of the task. Listen for and amplify any questions related to how far students’ hands can reach, along with those curious about organizing and interpreting data from the class. This will help students create the language of mathematical questions before feeling pressure to produce solutions.
Design Principle(s): Maximize meta-awareness; Support sense-making
Representation: Access for Perception.
Read the directions for taking the measurements aloud. Demonstrate measuring your own hand and how to estimate the measurement to the nearest tenth of a centimeter. Students who both listen to and read the information will benefit from extra processing time.
Supports accessibility for: Language; Conceptual processing
Student Facing
[IMG]
On many piano keyboards, the distance from one white key to the next is 2.39 centimeters. How many of your classmates could reach two notes that are 9 keys apart (21.5 cm) on a keyboard using only one hand?
Stretch your fingers apart as wide as you can and measure the farthest distance from your thumb to smallest finger. Round your measurement to the nearest tenth of a centimeter.
Your teacher will collect the measurements from the class. Draw a dot plot or histogram from the class data.
[IMG]
Describe the distribution you drew using terms such as: symmetric, approximately symmetric, skewed left, skewed right, approximately uniform, uniform, bell-shaped, or bimodal. Estimate the center of your distribution.
How would you use your distribution to determine how many people in the class can reach the two notes 9 keys apart?
Student Response
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Activity Synthesis
The purpose of this discussion is for students to recognize an approximately symmetric and bell-shaped histogram in context. Display a histogram representing the class data for all to see. If possible, display the distributions from other classes and combine the measurements from all the classes to see a distribution with more data. Select students to share their descriptions of the distributions they drew. Ask each student selected to explain their reasoning for that shape.
Here are some questions for discussion:
“What is the shape of the distribution?” (Approximately symmetric and bell-shaped.)
“What is the center of the distribution? Explain your reasoning.” (It is about 21 cm because the two middle bars appear in the center of the data and the middle of them is approximately 21 cm.)
“How did you estimate how many students could reach the keys?” (I found the total number of students with a measurement of 21.5 cm or more.)
“Do you think having a measurement of 21.5 cm or above would allow you to play the notes on the keyboard? Explain your reasoning.” (I do not think that everyone with a measurement of 21.5 cm would be able to play the notes because they might not have the same stretch while they are actually playing.)
“Does the data look like it could be modeled with a normal distribution?” (Yes. I think a normal distribution would model it well because the data is bell-shaped and approximately symmetric.)
Sketch the normal curve on the classroom data for all to see (either by hand or with technology). Ask, “Does the normal curve model the data well?” (Yes, it models the data well, but not exactly.) Note: for this discussion, the sample data provided should be sufficient. If you choose to include class data, you can do so by changing entries in Column A, but do not delete any.


correct_option_index: 4