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: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Add up to four two-digit numbers using strategies based on place value and properties of operations.

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
problem_activity: Narrative
The purpose of this activity is for students to practice adding within 1,000 with an emphasis on adding by place. Throughout the activity, students have opportunities to explain their methods and representations to peers. In the synthesis, students have opportunities to question and critique the work of their peers as they compare different methods for adding three-digit numbers and different representations that show composing units when adding by place (MP3).
This activity uses
MLR8 Discussion Supports
. Advances: conversing
Engagement: Provide Access by Recruiting Interest.
Provide choice. Invite students to decide which problem to start with and the strategy they feel most comfortable solving with.
Supports accessibility for: Social-Emotional Functioning, Organization, Attention
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
Activity
“We are going to practice adding 2 three-digit numbers. You can find the value of each sum in any way that makes sense to you. After some time working independently, you can continue working with a partner.”
MLR8 Discussion Supports
Display sentence frames to support students when they explain their strategy:
“First, I _____ because . . .”
“I noticed _____ so I . . .”
5 minutes: independent work time
4 minutes: partner work time
“Choose one expression and share how you found the value of the sum with a new partner.”
3 minutes: partner discussion
Monitor for students who use base-ten blocks, base-ten diagrams, or other representations that clearly show adding by place.
Student Facing
Find the value of each expression. Show your thinking.
\(384 + 409\)
\(757 + 152\)
\(262 + 438\)
\(575 + 166\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students lose track of the tens or hundreds they compose (for example,
\(384 + 409 = 783\)
) or do not compose a ten or hundred, prompt students to explain their thinking and any representations they use. Consider asking:
“How does your representation show that you composed a new unit?”
“What could you add to your representation to help you keep track of any tens or hundreds you compose?”
“How could you use base-ten blocks to show your thinking?”
Activity Synthesis
Invite 2–3 previously identified students to share their representations and how they found the value of the sums.
“How are these methods the same? How are they different?”


correct_option_index: 1

2