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: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
problem_activity: Activity
This task contains two distinct parts. Depending on what students need and time constraints, you could decide to do either or both.
In the associated Algebra 1 lesson, students will need to evaluate the functions
\(6x^2\)
and
\(3^x\)
for different input values. The purpose of the first part is to prepare them to avoid some common mistakes. Analyzing and correcting incorrect work is an opportunity to critique the reasoning of others (MP3).
The purpose of the second part is to revisit ways to tell whether a function is linear, quadratic, or exponential, and to practice the skills of generating a table and sketching a graph for a given function.
Student Facing
Different students are evaluating two expressions,
\(3\boldcdot 6^x\)
and
\(5^x\)
. Analyze their work, describe any errors made, and then evaluate each expression correctly.
|                                                                                                                                     | Noah’s work | Mai’s work | corrected work |
|-------------------------------------------------------------------------------------------------------------------------------------|-------------|------------|----------------|
|       Evaluate                       \(5^x\)                      when                       \(x\)                      is 6.       |             |            |                |
| Evaluate                       \(3 \boldcdot 6^x\)                      when                       \(x\)                      is 2. |             |            |                |
Here are three functions. For each function:
Complete the table of values.
Sketch a graph.
Decide whether each function is linear, quadratic, or exponential, and be prepared to explain how you know.
\(f(x)=3 \boldcdot 2^x\)
|  \(x\)   |   |   |   |   |   |
|----------|---|---|---|---|---|
| \(f(x)\) |   |   |   |   |   |
[IMG]
\(g(x)=3 \boldcdot x^2\)
|  \(x\)   |   |   |   |   |   |
|----------|---|---|---|---|---|
| \(g(x)\) |   |   |   |   |   |
[IMG]
\(h(x)=3 \boldcdot 2x\)
|  \(x\)   |   |   |   |   |   |
|----------|---|---|---|---|---|
| \(h(x)\) |   |   |   |   |   |
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
For the first part, invite students to describe the errors they see, and share how to correctly evaluate each expression.
For the second part, display the tables and graphs for all to see. Ask students to share some ways they can tell a function is linear, exponential, or quadratic using the different representations. For example:
The graph of the linear function is a straight line.
The table shows the exponential function has a growth factor of 2. Each time
\(x\)
increases by 1, the
\(f(x)\)
values increase by a factor of 2.
The table shows the quadratic function does not have a constant rate of change or a constant growth factor.


aligns: no