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: Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
problem_activity: Narrative
In this activity, students notice as the divisor increases for a given dividend, the quotient gets smaller. Students may recognize and explain the relationship between multiplication and division. For example, they may notice that dividing one quarter into two equal pieces is the same as finding the product of
\(\frac{1}{2}\times\frac{1}{4}\)
. This relationship is not explicitly brought up in the synthesis, but if students describe this relationship, connect it to the student work that is discussed in the synthesis, as appropriate. When students notice a pattern, they look for and express regularity in repeated reasoning (MP8).
Engagement: Provide Access by Recruiting Interest.
Invite students to share a situation in their own lives that could be used to represent one of the division expressions.
Supports accessibility for: Conceptual Processing, Language, Attention
Launch
Groups of 2
Activity
1–2 minutes: independent think time
3–5 minutes: partner work time
Student Facing
Find the value that makes each equation true. Use a diagram if it is helpful.
\(\frac {1}{4} \div 2 = \underline{\hspace{1 cm}}\)
\(\frac {1}{4} \div 3 = \underline{\hspace{1 cm}}\)
\(\frac {1}{4} \div 4 = \underline{\hspace{1 cm}}\)
What patterns do you notice?
How would you find the value of
\(\frac{1}{4}\)
divided by any whole number? Explain or show your reasoning.
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
If students do not explain how they would find the value of
\(\frac{1}{4}\)
divided by any whole number, prompt them to find the value of
\(\frac{1}{4} \div 5\)
and
\(\frac{1}{4} \div 6\)
and ask, “What is the relationship between the divisor and the quotient?”
Activity Synthesis
Display:
\(\frac {1}{4} \div 2 = \frac {1}{8}\)
\(\frac {1}{4} \div 3 = \frac {1}{12}\)
\(\frac {1}{4} \div 4 = \frac {1}{16}\)
“What patterns do you notice?” (The quotient is getting smaller. The denominator of the quotient is getting bigger. The denominator in the quotient increases by 4. The denominator in the quotient is equal to 4 times the number you are dividing by.)
“Why is the quotient getting smaller?” (Because we are dividing
\(\frac {1}{4}\)
into more pieces each time, so the size of each piece will be smaller.)


aligns: no