few_shots: 
Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Concept/skill: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

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_pos_0

HS_0

im_task_000870_pos_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
problem_activity: Warm-up
The purpose of this warm-up is for students to review plotting and labeling points that include negative coordinates and use repeated reasoning to generalize patterns in the coordinates of points in each quadrant (MP8).
Digital
Launch
Arrange students in groups of 4. Assign each person in a group a different quadrant. Tell students you will give them 2 minutes to plot and label at least three points in their assigned quadrant, and up to six if they have time. Give students 2 minute of quiet work time. Give students 4 minutes to share their points and their coordinates with their small group and look for patterns in the coordinates of points in each quadrant. Follow with whole-class discussion.
Though the paper and pencil version may be preferred, a digital applet is available for this activity.
Student Facing
Plot points in your assigned quadrant and label them with their coordinates.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 4. Assign each person in a group a different quadrant. Tell students you will give them 2 minutes to plot and label at least three points in their assigned quadrant, and up to six if they have time. Give students 2 minute of quiet work time. Give students 4 minutes to share their points and their coordinates with their small group and look for patterns in the coordinates of points in each quadrant. Follow with whole-class discussion.
Though the paper and pencil version may be preferred, a digital applet is available for this activity.
Student Facing
Plot points in your assigned quadrant and label them with their coordinates.
[IMG]
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
The focus of the discussion is for students to explain why the following patterns emerge:
In quadrants I and IV, the x-coordinate of a point (or the first number in an ordered pair) is positive.
In quadrants II and III, the x-coordinate of a point is negative.
In quadrants I and II, the y-coordinate of a point (or the second number in an ordered pair) is positive.
In quadrants III and IV, the y-coordinate of a point in is negative.
Ask the students to share any patterns they noticed among the coordinates of the points in each quadrant. After each student shares, ask the rest of the class if they noticed the same pattern within their small group. Record and display these patterns for all to see. If possible, plot and label a few example points in each quadrant based on students' observations.


aligns: no