few_shots: Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
H. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response:
{
  "explanation": "This problem pertains to functions because it asks students to find the general solution to a trigonometric function.",
  "answer": "B"
}

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
D. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
E. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
J. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
K. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.


Your response:
{
  "explanation": "This task asks students to reason with equations, specifically a quadratic equation. Since the problem asks for as many different methods as possible, it's possible that students would discover solution methods that include graphing both sides of the equation with a graphing calculator and finding the x coordinates of where the two functions intersect.",
  "answer": "B, G"
}

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 $P$.


Topic options: 
A. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
E. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
F. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
G. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
H. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
I. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
J. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
K. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.


Your response:
{
  "explanation": "This task involves geometric concepts including angles, circles, and rays.",
  "answer": "H"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001894

HS_0

im_task_000870

HS_1

im_task_001160

HS_2
options: Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
problem_activity: Narrative
The purpose of this activity is for students to find quotients of a whole number by tenths or hundredths. This activity focuses on divisors of 0.2 and 0.02 to build on students' previous work dividing by 0.1 and 0.01. The strategies, diagrams and place value reasoning used in the previous lessons still apply. Students may also think about the problems using multiplication. For example
\(1 \div 0.2 = 5\)
because
\(5 \times 0.2 = 1\)
.
Required Materials
Materials to Copy
Small Grids
Launch
Groups of 2
Give students access to blackline masters with grids.
Activity
1–2 minutes: quiet think time
8–10 minutes: partner work time
Monitor for students who represent their reasoning with:
diagrams
expressions or words using multiplication
Student Facing
Find the value of each expression. Explain or show your reasoning.
\(1 \div 0.2\)
\(2 \div 0.2\)
\(3 \div 0.2\)
\(4 \div 0.2\)
Find the value of each expression. Explain or show your reasoning.
\(1 \div 0.02\)
\(2 \div 0.02\)
\(3 \div 0.02\)
\(4 \div 0.02\)
What patterns do you notice?
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
If a student is not able to use the value of the first expression in each set to find the value of the later expressions, ask them to describe what they notice and wonder about each set of expressions. Use numbers and symbols when possible to record the relationships they describe.
Activity Synthesis
Ask selected students to share the representations listed above.
“How are the representations the same? How are they different?” (They both figured out how many tenths or hundredths are in one whole. Then they multiplied that by the number of wholes. One of them used a picture and one of them reasoned about the size of tenths and hundredths to find how many 0.2's and 0.02's are in one whole.)
Display a student's completed work showing the values of the quotients.
“What patterns do you see across the sets of equations?” (The quotients with a divisor of 0.01 are 10 times larger than those with a divisor of 0.1. The quotients with a divisor of 0.1 are a tenth of the value of those with a divisor of 0.01.)
Record the patterns as students describe them.


correct_option_index: 5