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: 
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_pos_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
problem_activity: Activity
The purpose of this activity is for students to make connections between different representations of functions and start transitioning from input-output diagrams to other representations of functions. Students match input-output diagrams to descriptions and come up with equations for each of those matches. Students then calculate an output given a specific input and determine the independent and dependent variables.
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time and time to share their responses with their partner and come to agreement on their answers. Follow with whole-class discussion.
Student Facing
Record your answers to these questions in the table provided.
Match each of these descriptions with a diagram:
the circumference,
\(C\)
, of a circle with
radius
,
\(r\)
the distance in miles,
\(d\)
, that you would travel in
\(t\)
hours if you drive at 60 miles per hour
the output when you triple the input and subtract 4
the volume of a cube,
\(v\)
given its edge length,
\(s\)
Write an equation for each description that expresses the output as a function of the input.
Find the output when the input is 5 for each equation.
Name the
independent
and
dependent variables
of each equation.
[IMG]
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "description"}, {"_attributes": {"scope": "col"}, "_value": "a"}, {"_attributes": {"scope": "col"}, "_value": "b"}, {"_attributes": {"scope": "col"}, "_value": "c"}, {"_attributes": {"scope": "col"}, "_value": "d"}]}]}, {"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "diagram"}], "td": [{}, {}, {}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "equation"}], "td": [{}, {}, {}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "br": [{}], "_values": ["input = 5", "output = ?"]}], "td": [{}, {}, {}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "br": [{}], "_values": ["independent", "variable"]}], "td": [{}, {}, {}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "br": [{}], "_values": ["dependent", "variable"]}], "td": [{}, {}, {}, {}]}]}]}]}
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Choose a 3-digit number as an input.
Apply the following rule to it, one step at a time:
Multiply your number by 7.
Add one to the result.
Multiply the result by 11.
Subtract 5 from the result.
Multiply the result by 13
Subtract 78 from the result to get the output.
Can you describe a simpler way to describe this rule? Why does this work?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
The goal of this discussion is for students to describe the connections they see between the different entries for the 4 descriptions. Display the table for all to see and select different groups to share the answers for a column in the table. As groups share their answers, ask:
“How did you know that this diagram matched with this description?” (We remembered the formula for the circumference of a circle, so we knew description A went with diagram D.)
“Where in the equation do you see the rule that is in the diagram?” (The equation is the dependent variable set equal to the rule describing what happens to the independent variable in the diagram.)
“Explain why you chose those quantities for your independent and dependent variables." (We know the independent variable is the input and the dependent variable is the output, so we matched them up with the input and output shown in the diagram.)
Speaking: MLR8 Discussion Supports.
As students describe the connections they noticed in the table across from the different entries for the four descriptors, revoice student ideas to demonstrate mathematical language use. In addition, press for details in students’ explanations by requesting that students challenge an idea, elaborate on an idea, or give an example. This will help students to produce and make sense of the language needed to communicate their own ideas about functions and independent and dependent variables.
Design Principle(s): Support sense-making; Optimize output (for explanation)


aligns: no