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: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Narrative
The goal of this activity is to multiply numbers with no restrictions on the number of new units composed. Students first multiply a 3-digit number by a 1-digit number and a 3-digit number by a 2-digit number with no ones. They can then put these two results together to find the product of a 3-digit and 2-digit number with many carries. They then solve one more 3-digit and 2-digit example with no scaffold. Because these calculations have new units composed in almost every place value, students will need to locate and use the composed units carefully. It gives students a reason to attend to the features of their calculation and to use language precisely (MP6).
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Organization, Conceptual Processing
Launch
“You are going to find products with many new composed units. As you work, think carefully about where you place these values.”
Activity
8–10 minutes: independent work time
3–5 minutes: partner discussion
Monitor for students who use the results of the first two calculations to find the third, and for students who correctly compose all the new place values.
Student Facing
Find the value of each product using the standard algorithm.
\(647 \times 9\)
\(647 \times 50\)
\(647 \times 59\)
\(264 \times 38\)
Student Response
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Activity Synthesis
Display the expression:
\(647 \times 59\)
.
“How did you use the first two calculations to help with the third problem?” (They gave me the two partial products for the product
\(647 \times 59\)
, so I just had to add them up.)
Invite students to share their responses for the last product, focusing on the newly composed units.


aligns: no