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: 
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_neg_0

HS_0

im_task_000870_pos_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: 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.
problem_activity: Warm-up
In this activity, students practice determining the measurement of unknown angles using their relationship to angles with known angle measure and what students already know about the measurement of right angles and straight angles. After they have worked on the activity and shared their solutions, they are introduced to the vocabulary terms complementary and supplementary. Complementary describes angles whose measures sum to 90 degrees and supplementary describes angles whose measures sum to 180 degrees.
Some students may wish to use protractors, either to double check work or to investigate the different angle measures. This is an appropriate use of technology (MP5), but ask these students what other methods they could use instead.
Launch
Provide access to geometry toolkits.
Student Facing
Find the measure of angle
\(JGH\)
. Explain or show your reasoning.
[IMG]
Find and label a second
\(30^\circ\)
angle in the diagram. Find and label an angle congruent to angle
\(JGH\)
.
Angle
\(BAC\)
is a right angle. Find the measure of angle
\(CAD\)
.
[IMG]
​​​​​
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If needed, remind students that right angles have a measure of
\(90^\circ\)
and straight angles have a measure of
\(180^\circ\)
.
Activity Synthesis
The goal of this discussion is to introduce students to the terms complementary and supplementary for describing relationships between pairs of angles. Display the images for all to see and select students to briefly share their response to each question, recording any calculations used.
Explain to students that the term
complementary
describes a pair of angles whose measures sum to 90 degrees, and the term
supplementary
describes a pair of angles whose measures sum to 180 degrees. This is true even for pairs of angles that are not adjacent. Conclude the discussion by inviting students to identify pairs of angles that are complementary (
\(CAD\)
and
\(DAB\)
), supplementary (
\(FGJ\)
and
\(JGH\)
,
\(JGH\)
and
\(HGI\)
,
\(HGI\)
and
\(IGF\)
, or
\(IGF\)
and
\(FGJ\)
), or vertical (
\(FGJ\)
and
\(HGI\)
or
\(JGH\)
and
\(IGF\)
) from the activity.


aligns: no