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: Recognize and represent proportional relationships between quantities.
problem_activity: Optional activity
The purpose of this optional activity is to practice using a proportional relationship in another context. The chosen numbers make the unit rate a useful tool to answer the questions.
Launch
Remind students of the value of a quarter and a dime.
Student Facing
4 quarters are equal in value to 10 dimes.
How many dimes equal the value of 6 quarters?
How many dimes equal the value of 14 quarters?
What value belongs next to the 1 in the table? What does it mean in this context?
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of", "quarters"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of", "dimes"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "1"}, {}]}, {"td": [{"_value": "4"}, {"_value": "10"}]}, {"td": [{"_value": "6"}, {}]}, {"td": [{"_value": "14"}, {}]}]}]}]}
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Pennies made before 1982 are 95% copper and weigh about 3.11 grams each. (Pennies made after that date are primarily made of zinc). Some people claim that the value of the copper in one of these pennies is greater than the face value of the penny. Find out how much copper is worth right now, and decide if this claim is true.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Ask students for the value that belongs next to the 1 in the table. Invite several students to explain the significance of this number.
Speaking: MLR8 Discussion Supports.
To provide a support students in precision of language when describing proportional relationships from a table, provide sentence frames for students to use, such as: “_____ is equal in value to _____, because . . . .”
Design Principle(s): Cultivate conversation


aligns: yes