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 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_pos_0

HS_2
standard_description: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
problem_activity: Warm-up
The purpose of this warm-up is to review factors and multiples while eliciting ideas on common factors and common multiples that will be useful in the activities of this lesson. While students may notice and wonder many things about the numbers they have circled, it is important for students to notice the multiples 4 and 6 have in common and wonder what other multiples they would have in common if the counting sequence continued.
Launch
Arrange students in groups of 2. Tell students 10 is a multiple of 5 because
\(10 = 5 \boldcdot 2\)
. One way you can find multiples of a number is by skip counting. For example, the multiples of 5 are 5, 10, 15, 20. . . and so on. Give students 1 minute of quiet work time to circle the multiples of 4 and 6. Give students 1 minute to discuss the things they notice and wonder with a partner, followed by a whole-class discussion.
Student Facing
Circle all the multiples of 4 in this list.
1   2   3   4   5   6   7   8   9   10  11  12  13  14  15  16  17  18  19  20  21  22  23  24  25  26
Circle all the multiples of 6 in this list.
1   2   3   4   5   6   7   8   9   10  11  12  13  14  15  16  17  18  19  20  21  22  23  24  25  26
What do you notice? What do you wonder?
Student Response
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Activity Synthesis
Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After each response, ask the class if they agree or disagree and to explain alternative ways of thinking, referring back to the images each time. If there is time, ask students what other multiples 4 and 6 would have in common if the counting sequence continued. Ask them to explain their reasoning. Record and display their responses for all to see.


aligns: no