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: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
problem_activity: Task
Most savings accounts advertise an annual interest rate, but they actually compound that interest at regular intervals during the year. That means that, if you own an account, you’ll be paid a portion of the interest before the year is up, and, if you keep that payment in the account, you’ll start earning interest on the interest you’ve already earned.
For example, suppose you put \$500 in a savings account that advertises 5% annual interest. If that interest is paid once per year, then your balance $B$ after $t$ years could be computed using the equation $B = 500(1.05)^t$, since you’ll end each year with 100% + 5% of the amount you began the year with.
On the other hand, if that same interest rate is compounded monthly, then you would compute your balance after $t$ years using the equation $$B=500\left(1+\frac{.05}{12}\right)^{12t}$$
Why does it make sense that the equation includes the term $\frac{.05}{12}$? That is, why are we dividing .05 by 12?
How does this equation reflect the fact that you opened the account with \$500?
What do the numbers 1 and $\frac{.05}{12}$ represent in the expression $\left(1+\frac{.05}{12}\right)$?
What does the “$12t$” in the equation represent?


aligns: no