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


Concept/skill: 
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Answer: 
No. This problem does not directly teach how side ratios in right triangles lead to definitions of trigonometric ratios. Instead, it involves solving a trigonometric function.

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_neg_0

HS_0

im_task_000870_pos_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
problem_activity: Activity
In this activity, students determine the length of a “diagonal” line segment on a grid. Students can give an exact value for the length of the line segment by finding the area of a square and writing the side length using square root notation. The goal of this activity is for students to connect values expressed using square roots with values expressed in decimal form—a form they are more familiar with.
Monitor for students who draw a tilted square for the first problem during the first two minutes of work time. Then monitor for students who use the following strategies to find the length of the segment:
drawing a square and finding the area
using tracing paper
using a compass to make a circle
Launch
For this activity, it is best if students do not have access to a calculator with a square root button. If student calculators do have a square root button that students are familiar with, tell students that their explanations about their answers to the second problem need to dig deeper than pressing a button. In later lessons, however, they will be able to use it.
Before students begin, remind students that “exact length” means it can’t just be an approximation, so if it is not a rational number, we should write it with square root notation. For example, a square with area 17 has a side length of exactly
\(\sqrt{17}\)
, which is a little larger than 4, since
\(4^2=16\)
.
Begin by displaying the diagram for all to see. Ask students how this diagram is similar and how it is different from the diagram in the warm-up. Then 2–3 minutes after students begin working, pause the class and select a previously identified student who drew a square on the grid to share what they did and why. Give 2–3 minutes work time to finish the problems followed by a whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide students with access to tracing paper, straight edges, and compasses to support information processing in estimating the length of the line segment.
Supports accessibility for: Visual-spatial processing; Organization
Student Facing
[IMG]
Estimate the length of the line segment to the nearest tenth of a unit (each grid square is 1 square unit).
Find the exact length of the segment.
Student Response
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Activity Synthesis
Select students to present in this sequence:
Someone who drew a square and used the area to find the exact side length.
Someone who used tracing paper. This is essentially like the number line as a ruler. Ask students what this tells us about the exact value we found with the square. (
\(\sqrt{10}\)
is about 3.1.)
Someone who used a compass to find the approximate side length. This is a more formal geometric construction, but it is just another way to use the number line as a ruler.
Speaking, Listening: MLR8 Discussion Supports.
As students share their methods for finding the exact length of the line segment, press for details in students’ reasoning by asking how they know the figure they drew in the coordinate plane is a square. Listen for and amplify the language students use to describe the important features of the square (e.g., opposite sides are equal, opposite sides are parallel, each angle is
\(90^\circ\)
). Then ask students to explain why the side length of the tilted square must be
\(\sqrt{10}\)
. This will support rich and inclusive discussion about strategies for finding the exact length of a line segment in the coordinate plane.
Design Principle(s): Support sense-making


aligns: no