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 problem or activity shown below 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: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
problem_activity: Narrative
The purpose of this activity is for students to see how other students solved one of the problems that involves a factor of a teen number. While students look at each other’s work, they will leave sticky notes describing why they think the answer does or does not make sense (MP3). The synthesis will look specifically at examples of how students used the area diagram to represent the problem.
MLR8 Discussion Supports.
Synthesis: As students share their observations about the selected posters, annotate the poster to illustrate connections. For example, circle the factors and the product and write “factors” and “product” respectively.
Advances: Listening, Representing
Required Materials
Materials to Gather
Sticky notes
Launch
Groups of 2
“Before you begin the gallery walk, what are some representations you expect to see as you look at other students’ work?” (I expect to see rectangles because some of the problems were about the area of rectangles. Base-ten blocks because we were multiplying teen numbers.)
Share responses.
Give students sticky notes.
Activity
“As you visit the posters with your partner, discuss what is the same and what is different about the thinking shown on each poster. Also, leave a sticky note describing why you think the solution does or does not make sense.”
8–10 minutes: gallery walk
Monitor for different uses of the area diagram to highlight, specifically:
a fully gridded area diagram with no labels and no decomposition
a gridded area diagram that was gridded, but also decomposed into parts or labeled along the sides or in the parts of the rectangle
a partitioned rectangle that was drawn with no grid, but labeled with side lengths or the area of the parts of the rectangle
Student Facing
As you visit the posters with your partner, discuss what is the same and what is different about the thinking shown on each poster.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Select 2–3 posters that used a diagram to represent the problem. Discuss them in the order shown above.
For each poster, ask:
“How are the factors shown in the diagram?”
“How is the product shown in the diagram?”
“How could we represent this strategy with expressions?”
If students don’t use an ungridded diagram, display one that represents the problems and ask the same questions.
[IMG]


aligns: no