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: Use random sampling to draw inferences about a population.

Draw informal comparative inferences about two populations.

Understand and evaluate random processes underlying statistical experiments.

Interpret linear models.

Investigate patterns of association in bivariate data.

Develop understanding of statistical variability.

Understand independence and conditional probability and use them to interpret data.

Summarize, represent, and interpret data on a single count or measurement variable.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Use probability to evaluate outcomes of decisions.

Calculate expected values and use them to solve problems.

Summarize and describe distributions.

Investigate chance processes and develop, use, and evaluate probability models.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
problem_activity: Activity
This activity is designed to expand both students’ exposure to various features of distributions and the language they could use to describe distributions. Students sort histograms based on features such as symmetry, gaps, clusters, and unusual values. In earlier grades, students used the term “symmetry” to describe geometric figures (4.G.3); here they use it to describe the shape of a distribution.
Launch
Display the image of the histogram here for all to see. Explain to students that a diagram of a distribution—a dot plot or a histogram—is described as symmetrical if you can draw a line on the diagram and the parts on one side of the line mirror the parts on the other side. Many distributions are not perfectly symmetrical, but are close to or approximately symmetrical.
The histogram here shows an approximately symmetrical distribution. When a line is drawn at the center (such as the line at 30) the two sides are roughly mirror images. If you were to fold the histogram at the line, the two sides would be close to matching.
[IMG]
Tell students that symmetry is used to describe distributions, and that they will now look for symmetry and other features of distributions in a dozen histograms.
Arrange students in groups of 3–4. Give each group one set of pre-cut cards from the blackline master. Ask students to study the histograms and identify the features described on their task statement. Give groups 10–12 minutes to complete the activity. Explain that each group will need to discuss their work with another group after the first question and before completing the rest of the activity.
Representing, Conversing: MLR5 Co-Craft Questions.
Begin the launch by inviting students to write mathematical questions about the histogram displayed. Give students 1–2 minutes to share their questions with a partner. Listen for students that use terms center, spread, distribution, or frequency in their questions. Invite students to share their questions with the class, and to compare the language of their questions before continuing with the activity.
Design Principle(s): Optimize output (for generalization); Cultivate conversation
Student Facing
Your teacher will give your group a set of histogram cards. Sort them into two piles—one for histograms that are approximately symmetrical, and another for those that are not.
Discuss your sorting decisions with another group. Do both groups agree which cards should go in each pile? If not, discuss the reasons behind the differences and see if you can reach agreement. Record your final decisions.
Histograms that are approximately symmetrical:
Histograms that are not approximately symmetrical:
Histograms are also described by how many major peaks they have. Histogram A is an example of a distribution with a single peak that is not symmetrical.
Which other histograms have this feature?
Some histograms have a gap, a space between two bars where there are no data points. For example, if some students in a class have 7 or more siblings, but the rest of the students have 0, 1, or 2 siblings, the histogram for this data set would show gaps between the bars because no students have 3, 4, 5, or 6 siblings.
Which histograms do you think show one or more gaps?
Sometimes there are a few data points in a data set that are far from the center. Histogram A is an example of a distribution with this feature.
Which other histograms have this feature?
Student Response
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Activity Synthesis
Students will have had a chance to discuss the different features of a distribution in small groups. Use the whole-class discussion to prompt students to think about what the features might mean, and whether or how they affect the way we characterize a distribution. Remind students that we have been using the center of a distribution to talk about what is typical in a group. Discuss some of these questions:
“Look at the histograms that you think show symmetry. When a distribution is approximately symmetrical, where might its center be?”
“Now look at the histograms that you think are not approximately symmetrical. Where might its center be? How might we describe what is typical of a group that has one peak that is not symmetrical (such as that in Histogram B)?”
“Look at the histograms that show gaps. How might a gap (such as that in Histogram K) affect our description of what is typical in a group?”
“Look at the histograms that have values that are far away from other values. Do unusual values (such as those in Histogram G) affect our description of center and spread? If those unusual values weren't there, would our description of center and spread change?”
Expect students’ answers to be very informal. The goal of the discussion is to raise students' awareness that the shape and features of distributions may affect how we characterize the data. This experience provides a conceptual foundation that would help students make sense of measures of center (mean and median) and measures of spread (mean absolute deviation, interquartile range, and range) later.


correct_option_index: 5