few_shots: Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
{
  "explanation": "An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.",
  "answer": "B"
}

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Standard options: 
A. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
B. Solve quadratic equations in one variable.


Your response:
{
  "explanation": "This task shows one quadratic equation with one variable, x.",
  "answer": "B"
}

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 $P$.


Standard options: 
A. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
B. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.


Your response:
{
  "explanation": "This task asks students to draw a ray that bisects an angle. The act of drawing circles and rays may involve compass and straightedge or dynamic geometric software.",
  "answer": "A"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001894

HS_0

im_task_000870

HS_1

im_task_001160

HS_2
options: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.  For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
problem_activity: Warm-up
This warm-up prompts students to consider possible input and output values for a familiar function in a familiar context. The work here prepares students to do the same in other mathematical contexts and to think about domain and range in the rest of the lesson.
Student Facing
Earlier, you saw a situation where the total number of times a dog has barked was a function of the time, in seconds, after its owner tied its leash to a post and left. Less than 3 minutes after he left, the owner returned, untied the leash, and walked away with the dog.
Could each value be an input of the function? Be prepared to explain your reasoning.
15
\(84\frac12\)
300
Could each value be an output of the function? Be prepared to explain your reasoning.
15
\(84\frac12\)
300
Student Response
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Activity Synthesis
Invite students to share their responses and reasoning. Highlight explanations that make a convincing case as to why values beyond 180 could not be inputs for this function and why fractional values could not be outputs.
Some students may argue that 300 could be an input because "300 seconds after the dog's owner walked away" is an identifiable moment, even though the dog and its owner have walked away and may no longer be near the post. Acknowledge that this is a valid point, and that it highlights the need for a function to be more specifically defined in terms of when it "begins" and "ends." If time permits, solicit some ideas on how this could be done.
Tell students that, in this lesson, they will think more about values that make sense as inputs and outputs of functions.


correct_option_index: 1