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: 
Construct a tangent line from a point outside a given circle to the circle.

Answer: 
No. This task does not involve drawing lines that are tangent to circles. The only line that may be drawn is the ray between points P and B.

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_neg_0

HS_2
standard_description: Read, write, and compare decimals to thousandths.
problem_activity: Narrative
In this activity, students identify the nearest multiples of 10,000 and 100,000 for the six-digit numbers they saw in the first activity. They may do so by using the number lines from earlier, but they may also start to notice a pattern in the relationship between the numbers and the nearest multiples without the number lines (MP7).
MLR8 Discussion Supports.
Display sentence frames to support small-group discussion: “I noticed _____ so I . . .” and “I agree/disagree because . . . .”
Advances: Conversing, Representing
Launch
Groups of 2 or 4
Display number line with endpoints of 100,000 and 200,000.
Activity
“Take a few quiet minutes to work on the activity. Then, share your responses with your group.”
6–7 minutes: independent work time
3–4 minutes: group discussion
Student Facing
Use the number line that represents the numbers between 100,000 and 200,000 for this activity.
Name the multiple of 10,000 that is the nearest to each number. (Leave the last column blank for now.)
{"table": [{"_attributes": {"border": "1", "class": ["c-table-spread"], "style": "width:100%"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "number"}, {"_attributes": {"scope": "col", "style": "width:40%"}, "_value": "nearest multiple of 10,000"}, {"_attributes": {"scope": "col", "style": "width:40%"}, "span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{nearest multiple}\\)"}]}]}]}], "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "100,025"}], "td": [{}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "128,201"}], "td": [{}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "140,261"}], "td": [{}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "158,002"}], "td": [{}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "194,030"}], "td": [{}, {}]}]}]}]}
Here is the number line with 215,300 shown on it. Which multiple of 100,000 is the nearest to 215,300?
[IMG]
Label the last column in the table “nearest multiple of 100,000.” Then, name the nearest multiple of 100,000 for each number in the table.
Student Response
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Advancing Student Thinking
Students may see that the nearest multiples of 10,000 for a number are the two tick marks surrounding the point but may be unsure what numbers they represent. Ask them to recall what each tick mark represents on this set of number lines and urge them to count the marks.
Activity Synthesis
Display the blank table from the activity. Invite students to share their responses to complete the table. Discuss any disagreements.
Invite students to share how they identified the nearest multiples of 10,000 and 100,000.
If no students mentioned that they examined the location of each point visually and decided the closest tick marks on the number line, ask them about it.


aligns: no