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: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).

Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Fluently divide multi-digit numbers using the standard algorithm.
problem_activity: Optional activity
This optional activity is an opportunity to practice the methods in this lesson to calculate products of decimals, and students have an opportunity to practice multiplying decimals in a real-world context. Students can choose to use area diagrams to help organize their work and support their reasoning. However, the goal of the activity is to have students practice using the multiplication algorithm on decimals.
Launch
Give students quiet think time to complete the activity and then time to share their explanation with a partner. Follow with whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide students with access to a blank area diagram to support information processing.
Supports accessibility for: Visual-spatial processing; Organization
Student Facing
Calculate each product. Show your reasoning. If you get stuck, consider drawing an area diagram to help.
\((5.6) \boldcdot (1.8)\)
\((0.008) \boldcdot (7.2)\)
A rectangular playground is 18.2 meters by 12.75 meters.
Find its area in square meters. Show your reasoning.
If 1 meter is approximately 3.28 feet, what are the approximate side lengths of the playground in feet? Show your reasoning.
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?
Write the following expressions as decimals.
\(1-0.1\)
\(1-0.1+10-0.01\)
\(1-0.1+10-0.01+100-0.001\)
Describe the decimal that results as this process continues.
What would happen to the decimal if all of the addition and subtraction symbols became multiplication symbols? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select students to share their strategies, being sure to highlight approaches using area diagrams and vertical calculations. Record the representations or strategies students share and display them for all to see.
Representing, Conversing: MLR8 Discussion Supports.
Use this routine help students prepare to share their strategies with the class. Give students time to discuss how they calculated each product for the first problem with a partner. Consider using this prompt to begin the conversation: “How did you use the multiplication algorithm to calculate the product of these two decimals? Provide a step-by-step explanation.” The listener should press for details by asking clarifying questions such as, “Why did you do that first?” and “Could you explain that a different way?” Allow each student an opportunity as the speaker and listener. This will help students build confidence in explaining the process of multiplying decimals before students are selected in the whole-class discussion.
Design Principle(s): Support sense-making; Cultivate conversation


correct_option_index: 1