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: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
problem_activity: Activity
In this activity, students work to solve linear equations and recognize the solution in graphs. This skill will help students when they examine quadratic equations and their solutions in the associated Algebra 1 lesson.
Student Facing
A person is hiking from the top of a mountain into a valley. The function
\(2,\!000 - 32t\)
represents their elevation in feet above sea level,
\(t\)
minutes after they started their hike.
What does a solution to the equation
\(2000-32t=0\)
mean?
Use technology to create a graph of
\(y=2,\!000-32t\)
. Where do you see the solution to that equation on the graph?
A new electronic device originally costs
$
1,000 but loses
$
175 worth of value every year.
Write a function that represents the worth of the device after
\(s\)
years.
How many years until the device is worth
$
0?
Use technology to graph the function. Where can you see the solution to your equation on the graph?
Student Response
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Activity Synthesis
The purpose of the discussion is to notice the connection between solutions of equations and the graph of both sides of the equation. Select students to share their solutions. Ask students:
“Why are both solutions to these questions related to the horizontal intercept?” (Since both questions asked about when the value is 0, it makes sense to look at the points where
\(y = 0\)
which is along the horizontal axis.)
“How could you find the worth of the electronic device after 4.5 years?” (Substitute 4.5 for
\(s\)
in the equation and solve for the value.)
“How could you find the number of minutes it takes to reach an elevation of 100 feet above sea level?” (Substitute 100 in the equation for
\(y\)
and solve for
\(t\)
.)


aligns: no