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:
{
  "explanation": "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:
{
  "explanation": "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:
{
  "explanation": "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: Prove geometric theorems.

Define trigonometric ratios and solve problems involving right triangles.

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

Apply geometric concepts in modeling situations.

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

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

Make geometric constructions.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Apply trigonometry to general triangles.

Understand and apply the Pythagorean Theorem.

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

Analyze, compare, create, and compose shapes.

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

Prove theorems involving similarity.

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

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

Understand and apply theorems about circles.

Reason with shapes and their attributes.

Explain volume formulas and use them to solve problems.

Use coordinates to prove simple geometric theorems algebraically.

Experiment with transformations in the plane.

Draw, construct, and describe geometrical figures and describe the relationships between them.

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

Understand similarity in terms of similarity transformations.

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

Understand congruence in terms of rigid motions.

Find arc lengths and areas of sectors of circles.
problem_activity: Activity
The purpose of this activity is for students to calculate the volume of cones given their height and radius. Students are given a cylinder with the same height and radius and use the volume relationship they learned in the previous activity to calculate the volume of the cone. They then calculate the volume of a cone given a height and radius using the newly learned formula for volume of a cone. For the last problem, an image is not provided to give students the opportunity to sketch one if they need it.
Launch
Give students 3–5 minutes of quiet work time followed by a whole-class discussion.
Student Facing
Here is a cylinder and cone that have the same height and the same base area.
What is the volume of each figure? Express your answers in terms of
\(\pi\)
.
[IMG]
Here is a cone.
What is the area of the base? Express your answer in terms of
\(\pi\)
.
What is the volume of the cone? Express your answer in terms of
\(\pi\)
.
[IMG]
A cone-shaped popcorn cup has a radius of 5 centimeters and a height of 9 centimeters. How many cubic centimeters of popcorn can the cup hold? Use 3.14 as an approximation for
\(\pi\)
, and give a numerical answer.
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?
A grain silo has a cone shaped spout on the bottom in order to regulate the flow of grain out of the silo. The diameter of the silo is 8 feet. The height of the cylindrical part of the silo above the cone spout is 12 feet while the height of the entire silo is 16 feet.
How many cubic feet of grain are held in the cone spout of the silo? How many cubic feet of grain can the entire silo hold?
[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
In the first problem, students might use 10 as the radius length. Ask students what the length of 10 in the picture is called. Ask students to recall the formula for the volume of a cylinder.
For students who are not sure where to begin the last problem since it does not have an image, encourage them to sketch and label their own.
Activity Synthesis
For the first problem, Invite students to explain how they calculated the volume of both figures and have them share the different strategies they used. If not mentioned by students bring up these strategies:
Calculate the volume of the cylinder, then divide volume of cylinder by 3 to get the volume of the cone.
Calculate the volume of the cylinder, then multiply volume of cylinder by
\(\frac13\)
to get the volume of the cone.
Calculate the volume of the cone, then multiply volume of cone by 3 to get the volume of the cylinder.
For the third problem, ask students to share any sketches they came up with to help them calculate the answer. Explain to students that sometimes we encounter problems that don’t have a visual example and only a written description. By using sketches to help to visualize what is being described in a problem, we can better understand what is being asked.
Engagement: Develop Effort and Persistence.
Break the class into small discussion groups and then invite a representative from each group to report back to the whole class. All group members should be prepared to share if invited.
Supports accessibility for: Language; Social-emotional skills; Attention
Writing: MLR3 Clarify, Critique, Correct.
Present an incorrect response to the first question that reflects a possible misunderstanding from the class. For example, “The volume is
\(4000\pi\)
because
\(\pi*4*10^2\)
.” Prompt students to critique the reasoning (e.g., ask, “Do you agree with the author’s reasoning? Why or why not?”) and then write feedback to the author that identifies the misconception and how to improve on his/her work. Listen for students who tie their feedback to the difference between the radius and diameter and use the academic vocabulary (e.g., height, radius, diameter, cylinder, cone, volume, etc.). This will help students evaluate, and improve on, the written mathematical arguments of others and highlight the distinction between and the importance of radii when calculating volume of cylinders and cones.
Design Principle(s): Maximize meta-awareness


correct_option_index: 5