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

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im_task_001160_pos_0

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standard_description: Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
problem_activity: Narrative
In this activity, students find the perimeter of several shapes and write expressions that show their reasoning. Each side of the shape is labeled with its length, prompting students to notice repetition in some of the numbers. The perimeter of all shapes can be found by addition, but students may notice that it is efficient to reason multiplicatively rather than additively (MP8). For example, they may write
\(4 \times 6\frac{1}{3}\)
instead of
\(6\frac{1}{3} + 6\frac{1}{3} + 6\frac{1}{3} + 6\frac{1}{3}\)
.
MLR8 Discussion Supports.
Synthesis: Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Speaking
Launch
Groups of 2–4
Activity
3–4 minutes: independent work time
2 minutes: group discussion
Student Facing
Find the perimeter of each shape. Write an expression that shows how you find the perimeter.
[IMG]
Compare your expressions with your partners’ expressions. Make 1–2 observations.
Student Response
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for free access to Student Response.
Activity Synthesis
Invite students to share the expressions they wrote for the perimeter of each shape. Record the expressions.
For each shape, ask: “What is the same about these expressions? What is different?” (They each use the side lengths in the shape. They each show the total length around the shape. Some use addition, some use multiplication, some use both multiplication and addition.)
Highlight that when two or more sides have the same length, the perimeter can be found by adding, multiplying, or a combination of both.


aligns: no