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: 
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_pos_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
problem_activity: Narrative
The purpose of this activity is for students to visualize and make sense of the context of problems they will solve in the next activity. They will also consider representations that can be used to model the quantities and actions in the situation (MP4) and try creating them. Students will not have time to make a complete representation, so the focus is on making sense of the situation and persevering in finding effective representations (MP1).
Required Materials
Materials to Gather
Coins
Index cards
Paper
Two-color counters
Launch
Groups of 3 or 4
Display the image of the lockers.
“In your small group, discuss what you notice and wonder about the picture.”
1 minute: quiet think time
1 minute: group discussion
Share and record responses. If students are not familiar with lockers, explain that lockers are used to hold students’ coats, books, and backpacks in some schools.
Activity
Read the problem aloud to students.
“Take some time on your own to make sense of the problem. You may want to try to visualize it or reread the problem.”
2 minutes: quiet think time
Give students access to two-color counters, index cards, coins, and other materials that may be helpful to them.
“Based on what you know, create a representation of the problem.”
5 minutes: independent work time
Monitor for and select 3 different representations that:
represent lockers in different ways
show instances of contact with lockers (or of opening and closing)
show correspondence between each student and the lockers touched
Student Facing
The picture shows lockers in a school hallway.
The 20 students in Tyler’s fourth-grade class are playing a game in a hallway that is lined with 20 lockers in a row.
[IMG]
[IMG]
The first student starts with the first locker and goes down the hallway and opens all the lockers.
The second student starts with the second locker and goes down the hallway and shuts every other locker.
The third student stops at every third locker and opens the locker if it is closed or closes the locker if it is open.
This process continues until all 20 students in the class have touched the lockers.
Create a representation to show what you understand about this problem. Consider:
How does your representation show lockers?
How does your representation keep track of students who touch lockers?
How does your representation show which lockers are open or closed?
Student Response
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Activity Synthesis
While discussing each representation, ask students:
“Where are the lockers in this representation?” (Numbers or pictures used to indicate lockers)
“How can we tell if a locker is open or closed in this representation?” (Symbols or colors used to indicate open or closed)
“How does this representation show which student is touching the lockers?” (Students and their actions listed in a table or a T-chart)
“In the next activity, you will answer questions about the game. You may use your representation or one shared by a classmate to help you think through the problems.”


aligns: no