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: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
problem_activity: Narrative
The purpose of this activity is to build towers with solid shapes and count how many solid shapes are in the tower. Students will need to think strategically about which shapes to use and their properties. For stacking shapes, it is important to have flat faces. Students may notice that spheres can not be used to build towers. Pyramids and cones can be used as the top of the tower, but nothing can be stacked on top of them. The purpose of the activity synthesis is to discuss the attributes of shapes and why students chose the shapes they did to build their towers.
MLR8 Discussion Supports.
During group work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Geoblocks
Solid shapes
Launch
Groups of 2
Give students access to solid shapes and geoblocks.
“Use solid shapes to make the tallest tower you can.”
3 minutes: independent work time
Activity
“Compare with your partner. How are your towers the same? How are they different?” (Sample response: We both used a lot of cubes. My tower has a point on top. My partner’s tower is taller.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“Write a number to show how many solid shapes you used in your tower.”
2 minutes: independent work time
“Did you or your partner use more solid shapes in their tower?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Student Facing
How many solid shapes did you use in your tower?
_______________
Activity Synthesis
Invite students to share their towers.
“What shapes did ____ use?” (There are some cubes and a pyramid on top.)
“How many shapes did ___ use?” (4)
“Did you use a sphere in your tower? Why?” (No. I could not put anything on top of it because it’s round. It rolled away because it’s round.)
“Did you use a cone in your tower?” (It worked at the very top but I could not put anything on top of the cone.)


aligns: no