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:
{
  "explanation": "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: Draw, construct, and describe geometrical figures and describe the relationships between them.

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

Define trigonometric ratios and solve problems involving right triangles.

Understand and apply theorems about circles.

Understand similarity in terms of similarity transformations.

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

Reason with shapes and their attributes.

Analyze, compare, create, and compose shapes.

Prove geometric theorems.

Prove theorems involving similarity.

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.

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

Apply geometric concepts in modeling situations.

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

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

Understand and apply the Pythagorean Theorem.

Understand congruence in terms of rigid motions.

Experiment with transformations in the plane.

Find arc lengths and areas of sectors of circles.

Apply trigonometry to general triangles.

Make geometric constructions.

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

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

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

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

Use coordinates to prove simple geometric theorems algebraically.
problem_activity: Activity
Students may be familiar with this proof from middle school. Revisiting this proof helps students connect a familiar diagram and proof to the similarity proof. It also gives students an opportunity to compare and contrast different types of proof and think about why mathematicians might bother to re-prove something that has already been proved.
Launch
Use the Notice and Wonder routine to help students make sense of the context and images they will be using. Ask students what they notice and wonder about the images. If not mentioned by students, ask where
\(c\)
shows up in these images.
Writing, Listening, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their written responses for how Pythagoras used the diagrams to prove
\(a^2+b^2=c^2\)
. Give students time to meet with 2–3 partners to share and receive feedback on their responses. Display feedback prompts that will help students strengthen their ideas and clarify their language. For example, “How do you know that the two large squares are the same size?”, and “How do you know that the area of the blue square is
\(c^2\)
?” Invite students to go back and revise or refine their written responses based on the feedback from peers. This will help students justify the proof of the Pythagorean Theorem.
Design Principle(s): Optimize output (for justification); Cultivate conversation
Representation: Develop Language and Symbols.
Use virtual or concrete manipulatives to connect symbols to concrete objects or values. Provide access to the different pieces of the figures so students can rearrange and compare them.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Student Facing
[IMG]
When Pythagoras proved his theorem he used the 2 images shown here. Can you figure out how he used these diagrams to prove
\(a^2+b^2=c^2\)
in a right triangle with hypotenuse length
\(c\)
?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
James Garfield, the 20th president, proved the Pythagorean Theorem in a different way.
Cut out 2 congruent right triangles
Label the long sides
\(b\)
, the short sides
\(a\)
and the hypotenuses
\(c\)
.
Align the triangles on a piece of paper, with one long side and one short side in a line. Draw the line connecting the other acute angles.
How does this diagram prove the Pythagorean Theorem?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Encourage students to look for
\(a^2\)
. Students have scissors and tracing paper in their geometry toolkits, they may want to trace, cut out, and reassemble the pieces.
Activity Synthesis
Invite students to talk about the differences between this proof and the one in the previous activity, including which one made more sense to them, which one they preferred writing, or which one felt most convincing. Ask students why they think mathematicians might continue to try to come up with different ways to prove a theorem as old as the Pythagorean Theorem.


correct_option_index: 9