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: 
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_pos_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
problem_activity: Narrative
The purpose of this activity is for students to make sense of the structure of a Take From, Result Unknown story problem. Students have access to connecting cubes or two-color counters and 10-frames, which they may choose to use strategically to represent and solve the problem (MP5). Some students may apply the ideas from the previous unit where they related subtraction to counting back. As students share their methods, the teacher records their thinking. It is important for the teacher to focus attention on the expression during the activity synthesis. Although some students may attempt to write equations and do so accurately, this representation will be the focus in a later lesson.
Students keep their books closed for the launch of the activity, as the teacher displays and reads the problem.
MLR8 Discussion Supports.
Synthesis: Display sentence frames to support whole-class discussion: “_____ and _____ are the same/alike because . . .” and “_____ and _____ are different because . . .” Encourage students to use these sentence frames to compare and contrast representations.
Advances: Speaking, Conversing
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
Display the image from the warm-up.
“This is a picture of a library. Talk to your partner about what you know and what you wonder about libraries.”
3 minutes: partner discussion
Share and record what students know and wonder about libraries.
"We are going to solve a lot of story problems about libraries."
Display and read the numberless story.
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
If not already mentioned, ask, “Are there more or fewer kids at the library after some go home?”
Activity
Ask students to open their books.
Read the problem with numbers.
2 minutes: independent work time
“Share your thinking with your partner.”
2 minutes: partner discussion
Monitor for students who solve or represent the problem in the following ways:
objects
drawings
count back
an expression (
\(9 - 2\)
)
Student Facing
Some kids were at the library.
Then some of the kids went home.
What do you notice?
What do you wonder?
[IMG]
There were 9 kids at the library.
Then 2 of the kids went home.
How many kids are at the library now?
Show your thinking using drawings, numbers, or words.
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 use more or fewer than nine objects to represent the kids at the library, consider asking:
“How did you choose how many connecting cubes to take out?”
“There are nine kids at the library. Which connecting cubes show the nine kids? Which connecting cubes show the two kids that went home?”
Activity Synthesis
Invite previously identified students to share in the order listed above.
“How are these representations the same? How are they different?”
If needed, display
\(9 - 2\)
.
“How does this expression match the story problem?”


aligns: no