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: Understand ratio concepts and use ratio reasoning to solve problems.

Analyze proportional relationships and use them to solve real-world and mathematical problems.
problem_activity: Activity
In the warm-up, students learned that measurement error can result from the level of precision in a measuring device. In this activity, students learn about how real-world limitations on humans using measuring devices can introduce measurement errors. They discuss possible sources of error and express the error both as an amount and as a percentage. This is their first introduction into the concept of measurement error and how we use that to calculate percent error.
Launch
Keep students in groups of 2. Tell students that a soccer field is 120 yards long and ask them how they can measure that length using a 30-foot-long tape measure. (Note the use of two different units of measure, here.) If not mentioned by students, suggest measuring off 30 feet, making a mark, measuring off another 30 feet, and so on. Ask the class if they would all get exactly the same answer by this method. Tell students they are going to think more deeply about a specific measurement made by a person. Give the students 1–2 minutes of quiet work time to calculate the amount of the error and the percent error followed by partner and whole-group discussions.
Student Facing
A soccer field is 120 yards long. Han measures the length of the field using a 30-foot-long tape measure and gets a measurement of 358 feet, 10 inches.
What is the amount of the error?
Express the error as a percentage of the actual length of the field.
Student Response
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Anticipated Misconceptions
If students fail to see the need for converting units of measure, ask them how many feet are in 120 yards? How many inches?
Activity Synthesis
Ask students, "What is a possible cause of the error?" Possible reasons include:
He did not position the tape measure precisely every time he measured another 30 feet.
He didn't go in a completely straight line. (Although this would result in a longer measurement.)
Han did not correctly use the measuring tape.
Ask a few students to share their solutions for the last problem.
Explain to students,
measurement error
is the positive difference between the measurement and the actual value. The
percent error
is the error expressed as a percentage of the actual value. We always use a positive number to express percent error and, when appropriate, use words to describe whether the measurement is greater than or less than the actual value. In this case, we might say that the measured length was less than the actual length with a percent error of 0.32%.
Ask, "When might percent error be more useful than measurement error?" If needed, give an example of measuring a student's height and being incorrect by an inch versus measuring the height of a skyscraper and being incorrect by an inch. Although the measurement error is the same (1 inch), the percent error is very different since the 1 inch difference is significantly more important when measuring shorter distances.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Invite students to suggest language or diagrams to include that will support their understanding of: measurement error and percent error.
Supports accessibility for: Memory; Language
Speaking: MLR7 Compare and Connect.
Use this routine when students present their strategies for calculating the percent error. Ask students to consider what is the same and what is different about each approach. Draw students' attention to the associations between the measurement, measurement error, and percent error. As students share what they noticed between the strategies, revoice their statements using the terms “measurement error” and “percent error.” These exchanges can strengthen students' mathematical language use and reasoning based on measurement errors.
Design Principle(s): Maximize meta-awareness


correct_option_index: 1