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: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
problem_activity: Warm-up
Students extend their understanding from the previous lessons to recognize the structure of a linear equation for all possible types of solutions: one solution, no solution, or infinitely many solutions. Students are still using language such as “true for one value of x,” “always true” or “true for any value of x,” and “never true.” Students should be able to articulate that this depends both on the
coefficient
of the variable as well as the constant term on each side of the equation.
Launch
Give students 2–3 minutes of quiet think time followed by a whole-class discussion.
Student Facing
Consider the unfinished equation
\(12(x-3)+18=\,\underline{\qquad \qquad}\)
. Match the following expressions with the number of solutions the equation would have with that expression on the right hand side.
\(6(2x-3)\)
\(4(3x-3)\)
\(4(2x-3)\)
one solution
no solutions
all solutions
Student Response
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Activity Synthesis
In order to highlight the structure of these equations, ask students:
“What do you notice about equations with no solution?” (These equations have equal or equivalent coefficients for the variable, but unequal values for the constants on each side of the equation.)
“What do you notice about equations that are always true?” (These equations have equivalent expressions on each side of the equation, so the coefficients are equal and the constants are equal or equivalent on each side.)
“What do you notice about equations that have exactly one solution?” (These equations have different values for the coefficients on each side of the equation and it doesn’t matter what the constant term says.)
Display the equation
\(x=12\)
for all to see. Ask students how this fits with their explanations. (We can see that there is one solution. Another way to think of this is that the coefficient of
\(x\)
is 1 on the left side of the equation, and the coefficient of
\(x\)
is 0 on the right side of the equation. So the coefficients of
\(x\)
are different, just like the explanation.)


aligns: no