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


Concept/skill: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Answer: 
Yes. 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.

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


Concept/skill: 
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Answer: 
No. This task does not involve an equation in two variables. There is only one variable, x.

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 $P$.


Concept/skill: 
Construct a tangent line from a point outside a given circle to the circle.

Answer: 
No. This task does not involve drawing lines that are tangent to circles. The only line that may be drawn is the ray between points P and B.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_001894_pos_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
problem_activity: Activity
The purpose of this activity is for students to match relationships between angles in a figure with equations that can represent those relationships. This prepares students for writing and solving equations that represent relationships between angles in the next lesson. As students explain their reasoning, monitor for students who use the appropriate vocabulary and language (i.e. vertical angles have equal measures, supplementary angles sum to 180 degrees, etc.).
Launch
Keep students in same groups. Give students 2–3 minutes of quiet work time followed by partner and whole-class discussions.
Student Facing
Match each figure to an equation that represents what is seen in the figure. For each match, explain how you know they are a match.
[IMG]
\(g+h=180\)
\(g=h\)
\(2h+g=90\)
\(g+h+48=180\)
\(g+h+35=180\)
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
What is the angle between the hour and minute hands of a clock at 3:00?
You might think that the angle between the hour and minute hands at 2:20 is 60 degrees, but it is not! The hour hand has moved beyond the 2. Calculate the angle between the clock hands at 2:20.
Find a time where the hour and minute hand are 40 degrees apart. (Assume that the time has a whole number of minutes.) Is there just one answer?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
The goal of this discussion is for students to articulate the angle relationships they noticed in each figure and equation. Display the figures for all to see. Select previously identified students to share their explanations for each figure. If not mentioned in students’ explanations be sure that students see the vertical, supplementary, straight, and right angle relationships in the figures.


aligns: no