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: 
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_neg_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
problem_activity: Warm-up
In a previous lesson, students were exposed to the ideas of center and spread. Here, they begin connecting that idea informally to the word “typical” and a value that could be considered typical or characteristic of a data set by thinking about two good options and reasonings. They continue to interpret a dot plot in the context of a situation (MP2).
During the partner discussion, identify two students—one who agrees with Clare and another who agrees with Tyler—to share during the whole-class discussion (MP3).
Launch
Arrange students in groups of 2. Give students 2 minutes of quiet work time and a minute to share their responses with a partner. Follow with a whole-class discussion.
Student Facing
This dot plot shows the weights of backpacks, in kilograms, of 50 sixth-grade students at a school in New Zealand.
[IMG]
The dot plot shows several dots at 0 kilograms. What could a value of 0 mean in this context?
Clare and Tyler studied the dot plot.
Clare said, “I think we can use 3 kilograms to describe a typical backpack weight of the group because it represents 20%—or the largest portion—of the data.”
Tyler disagreed and said, “I think 3 kilograms is too low to describe a typical weight. Half of the dots are for backpacks that are heavier than 3 kilograms, so I would use a larger value.”
Do you agree with either of them? Explain your reasoning.
Student Response
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Activity Synthesis
Ask students to share their response to the first question about data points. Record and display their responses for all to see. Ask the selected students—one who agrees with Clare and another who agrees with Tyler—to share their reasoning. Ask if anyone disagrees with both students, and if so, what value they would consider a better description of the center of the data.
Students should have a reasonable explanation for each argument they favor, but it is not necessary to confirm one way or another at this point. Tell students that we will look more closely at different ways to determine a value that is characteristic of a data set in upcoming activities.


aligns: no