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: 
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_pos_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
problem_activity: Warm-up
This activity encourages students to apply ratio reasoning to solve a problem they might encounter naturally outside a mathematics classroom. The warm up invites open-ended thinking that is validated by mathematical reasoning, which is the type of complex thinking needed to solve Fermi problems in the following activities.
Launch
Arrange students in groups of 2. Display the image for all to see.
Optionally, instead of the abstract image, you could bring in a clear glass, milk, and cocoa powder. Pour 1 cup of milk into the glass, add 5 tablespoons of cocoa powder, and introduce the task that way.
Tell students to give a signal when they have an answer and a strategy. Give students 2 minutes of quiet think time.
Student Facing
Andre likes a hot cocoa recipe with 1 cup of milk and 3 tablespoons of cocoa. He poured 1 cup of milk but accidentally added 5 tablespoons of cocoa.
[IMG]
How can you fix Andre’s mistake and make his hot cocoa taste like the recipe?
Explain how you know your adjustment will make Andre’s hot cocoa taste the same as the one in the recipe.
Student Response
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Activity Synthesis
Invite students to share their strategies with the class and record them for all to see. After each explanation, ask the class if they agree or disagree and how they know two hot cocoas will taste the same.


aligns: no