few_shots: 
Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Concept/skill: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

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_pos_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
problem_activity: Narrative
The purpose of this activity is for students to solve two-step word problems using all four operations. Students should be encouraged to solve the problem first or write the equation first, depending on their preference. Encourage students to use parentheses if needed to show what is being done first in their equations.
When students make sense of situations to solve two-step problems they reason abstractly and quantitatively (MP2).
MLR5 Co-Craft Questions.
Keep books or devices closed. Display only the problem stem, without revealing the question. Give students 2–3 minutes to write a list of mathematical questions that could be asked about this situation, before comparing their questions with a partner. Invite each group to contribute one written question to a whole-class display. Ask the class to make comparisons among the shared questions and their own. Reveal the intended questions for this task and invite additional connections.
Advances: Reading, Writing
Engagement: Develop Effort and Persistence.
Some students may benefit from feedback that emphasizes effort and time on task. For example, check in and give feedback after each party planning problem.
Supports accessibility for: Attention
Required Materials
Materials to Gather
Base-ten blocks
Materials to Copy
Centimeter Grid Paper - Standard
Launch
Groups of 2
Give students access to grid paper and base-ten blocks.
Activity
“Work independently to solve these problems and write an equation with a letter for the unknown quantity to represent each situation. You can choose to solve the problem first or write the equation first.”
5–7 minutes: independent work time
“Share your solutions and your equations with your partner. Also, tell your partner if you think their solutions and equations make sense or why not.”
5–7 minutes: partner discussion
Student Facing
For each problem:
a. Write an equation to represent the situation. Use a letter for the unknown quantity.
b. Solve the problem. Explain or show your reasoning.
[IMG]
Kiran is making paper rings each day to decorate for a party. From Monday to Thursday he was able to complete 156 rings. Friday, Kiran and 2 friends worked on making more rings. Each of them made 9 more rings. How many rings did they make over the week?
Mai has 168 muffins. She put 104 of the muffins in a basket. She packed the rest of the muffins into 8 boxes with the same number of muffins. How many muffins were in each box?
There are 184 cups on a table. Three tables with 8 people at each table come up to get drinks and each use a cup. How many cups are on the table now?
Student Response
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for free access to Student Response.
Advancing Student Thinking
If students don't write a single equation to represent both steps of the problem, consider asking:
“What equations did you write for each part of the problem?”
“How could you combine your equations into one equation that would represent the problem?”
Activity Synthesis
For each problem have a student share their equation and discuss how it represents the problem.
Consider asking:
“Where do we see ______ from the problem in the equation?”
“What information from the situation did we need to solve and write our equation?”
“How are parentheses used in the equation?”


aligns: no