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: 
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: 
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_neg_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to analyze strategies for adding and subtracting numbers to the ten-thousands place. Students look at addition problems that require composing new units, when the sum of the digits in a particular place value exceeds 10. The subtraction problems do not require students to decompose a unit, as this will be addressed in future lessons. They look at 2 strategies.
Strategy A allows students to add each number in terms of the value of each digit, written in expanded form. Strategy B follows the same logic, but without writing the full value that each digit represents. Then, students use the same strategies to subtract without decomposing a unit.
When students perform operations on the quantities in the situation, they reason abstractly and quantitatively (MP2).
Required Materials
Materials to Gather
Grid paper
Launch
Groups of 2
“Now let’s look at the weekend activity,”
Display the image in the task.
“What do you notice about the number of steps the teacher took during the week versus on the weekend?” (The teacher took a lot more steps each day during the weekend.)
Activity
2 minutes: quiet think time
6–7 minutes: partner work time
Student Facing
The teacher also keeps track of the number of steps she took during the weekend. The data from Saturday and Sunday of that same week are shown.
[IMG]
Here are two strategies to compute the total number of steps she took over the weekend.
Strategy A
[IMG]
Strategy B
[IMG]
Analyze the strategies. Discuss with your partner:
What is happening in each strategy?
How are they alike? How are they different?
Use both strategies to find the difference between the number of steps the teacher took on Saturday and on Sunday.
During another week, the teacher took 26,815 steps during the weekdays and 11,403 steps during the weekend. Use both strategies to find the total number of steps she took that week.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
Students may accurately write numbers in expanded form to subtract, but add the values instead of subtracting them because of the addition symbols they see. Consider refocusing students to the original problem and asking: “How might you find the difference between the values in each place?”
Activity Synthesis
Ask students to explain how the strategies are alike and how they are different. (They both add by place value and get the same answer, but one strategy breaks each number up and the other does not.)
“Why might a student have used one of the strategies instead of the other?”
“Strategy B is called the
standard algorithm
and is useful when we add and subtract large numbers.”


aligns: no