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: 
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: 
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_pos_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
problem_activity: Optional activity
The purpose of this activity is for students to create their own stained-glass design for a given amount of money. The activity is purposefully left open to allow students to either tweak the previous design or create something completely new.
As students work, monitor and select students who either tweaked a previous design or created a new, interesting design to share during the whole-group discussion.
Launch
Students in same groups.  Remind students to include whole or partial circles in their designs.
Student Facing
Draw a stained-glass window design that could be made for less than
$
450. Show your thinking. Organize your work so it can be followed by others.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students may think they need to create a new design and struggle getting started. Point these students to the designs in previous activities and ask how they could modify these designs to meet the cost requirement.
Activity Synthesis
Display students’ designs for all to see and ask students to explain how they knew their design met the cost requirement. Allow other students to ask questions of the student who is sharing their design.
Speaking, Listening: MLR7 Compare and Connect.
As students prepare their stained-glass window designs, look for students with different solution methods. As students investigate each other’s work, ask students to share what worked well in a particular approach. During this discussion, listen for and amplify any comments about what might make the calculation of the cost more precise. Then encourage students to make connections between the quantities used to calculate the cost of the glass and the circles in the stained-glass window design. During this discussion, listen for and amplify language students use to interpret quantities as the total area of the whole or partial circles in their design. This will foster students’ meta-awareness and support constructive conversations as they compare strategies for calculating the cost of a stained-glass window and make connections between quantities and the area of circles.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


aligns: yes