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: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
problem_activity: Activity
This activity is a continuation of the previous one. Students match each situation from the previous activity with an equation, solve the equation by any method that makes sense to them, and interpret the meaning of the solution. Students are still using any method that makes sense to them to reason about a solution. In later lessons, a hanger diagram representation will be used to justify more efficient methods for solving. For example, when they are using tape diagrams, they could just say “I subtracted the 9 extra markers and then divided the remaining 21 markers by 7.” Later, when working with hanger diagrams, we can press them to say “I can subtract 9 from each side and then divide each side by 7.”
For each equation, monitor for a student using their diagram to reason about the solution and a student using the structure of the equation to reason about the solution.
Launch
Keep students in the same groups. 5 minutes to work individually or with a partner, followed by a whole-class discussion.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as “To find the solution, first I ____ because...”, “I made this match because I noticed...”, “Why did you...?”, or “I agree/disagree because…”
Supports accessibility for: Language; Social-emotional skills
Student Facing
Each situation in the previous activity is represented by one of the equations.
\(7x+9=30\)
\(30=9x+7\)
\(30x+7=9\)
Match each situation to an equation.
Find the solution to each equation. Use your diagrams to help you reason.
What does each solution tell you about its situation?
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?
While in New York City, is it a better deal for a group of friends to take a taxi or the subway to get from the Empire State Building to the Metropolitan Museum of Art? Explain your reasoning.
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
For each equation, ask one student who reasoned with the diagram and one who reasoned only about the equation to explain their solutions. Display the diagram and the equation side by side, drawing connections between the two representations. If no students bring up one or both of these approaches, demonstrate maneuvers on a diagram side by side with maneuvers on the corresponding equation. For example, “I subtracted the 9 extra markers and then divided the remaining 21 markers by 7,” can be shown on a tape diagram and on a corresponding equation. It is not necessary to invoke the more abstract language of “doing the same thing to each side” of an equation yet.
Speaking, Representing: MLR3 Clarify, Critique, Correct.
Present an incorrect match of an equation with a situation and/or diagram (e.g.,
\(30 = 9x + 7\)
with Situation 1). Invite students to clarify and then critique the error (e.g., there are 7 packs of an unknown amount of markers in Situation 1; not 9 as illustrated in the equation). Press for details, if needed. For example, students can reference “markers” in Situation 1, not “x”, as the unknown value represent by the variable
\(x\)
. This will help students reflect on the quantity of the unknown values that would be a reasonable solution and improve on their reasoning when matching an equation to a situation.
Design Principle(s): Optimize output (for justification)


aligns: no