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: 
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_pos_0

HS_0

im_task_000870_pos_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Add up to four two-digit numbers using strategies based on place value and properties of operations.
problem_activity: Narrative
The purpose of this activity is for students to subtract in a way that makes sense to them. Students use a method of their choice and share their methods with one another. This can serve as a formative assessment of how students approach finding the value of a difference when a ten must be decomposed when subtracting by place. Although students may use many methods to subtract, including those based on counting or compensation, the synthesis focuses on connecting these methods to those based on place value where a ten is decomposed.
Monitor and select students with the following methods to share in the synthesis:
Uses connecting cubes to make 82 and removes 9 blocks. Counts back or counts all to find the difference.
Subtracts 2 from 82 to get to a ten, 80, and then subtracts 7 from 80 by counting back (with or without blocks).
Uses base-ten blocks to show 82 and decomposes a ten to get 12 ones. Subtracts 9 ones from 12 ones and counts the remaining blocks.
Required Materials
Materials to Gather
Base-ten blocks
Connecting cubes
Launch
Groups of 2
Give students access to connecting cubes and base-ten blocks.
Activity
“Find the difference for
\(82 - 9\)
.”
“Show your thinking using drawings, numbers, or words.”
“Be prepared to share your thinking.”
As student work, consider asking:
“What did you do first? Why?”
“What did you take away first? Why?”
“How did you show 82 at first? Did you have to make any changes to take away 9? Explain.”
“What tool did you use? Why?”
Student Facing
Find the value of
\(82 - 9\)
.
Show your thinking. Use blocks if it helps.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask selected students to share in the given order.
“Why did _____ need to change 82 to 7 tens and 12 ones to subtract ones from ones?” (There are too many ones to take away, so she traded a ten for 10 ones to show decomposing a ten.)


aligns: no