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: 
Solve quadratic equations in one variable.

Answer: 
Yes. This task shows one quadratic equation with 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: 
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.

Answer: 
Yes. 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.

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_pos_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Represent data with plots on the real number line (dot plots, histograms, and box plots).
problem_activity: Warm-up
The purpose of this warm-up is to encourage students to connect the ideas they learned earlier about statistical questions and types of data (categorical and numerical) to the work on describing distributions (center and spread).
There are many ways to interpret the questions and identify how each one is unique. For example, they could say that Question A is about retirement, Question B about jobs, etc. If students begin to depart from thinking in statistical terms, remind them to think about how we might go about answering the questions and what the answers might involve.
Launch
Arrange students in groups of 2–4. Display the questions for all to see. Give students 1 minute of quiet think time and ask students to indicate when they have noticed one question that does not belong and can explain why. When the minute is up, give students 2 minutes to share with their group their reasoning on why a question doesn't belong, and then, together, find at least one reason each question doesn't belong.
Student Facing
Here are four questions about the population of Alaska. Which question does not belong? Be prepared to explain your reasoning.
In general, at what age do Alaska residents retire?
At what age can Alaskans vote?
What is the age difference between the youngest and oldest Alaska residents with a full-time job?
Which age group is the largest part of the population: 18 years or younger, 19–25 years, 25–34 years, 35–44 years, 45–54 years, 55–64 years, or 65 years or older?
Student Response
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Activity Synthesis
Ask each group to share one reason why a particular question does not belong. Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer for why a question does not belong, attend to students’ explanations and ensure the reasons given are correct.
If students use terms that are essential in this unit (such as center, spread, statistical, non-statistical, numerical data, categorical data, etc.), ask them to explain their meanings in their own words; these are opportunities to reinforce their understanding of the terms and to note any misconceptions. If students give unsubstantiated claims, ask them to substantiate them.


aligns: no