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: 
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_neg_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Analyze and solve pairs of simultaneous linear equations.
problem_activity: Activity
The purpose of this activity is to extend the definition of exponents to include negative exponents. The meaning of zero exponents is also revisited. When students use tables to explore expressions with negative exponents, they are noticing and making use of structure (MP7).
Launch
Arrange students in groups of 2. Tell students to work on their own and then share their reasoning with their partner after each has had a chance to complete the problem. Follow with a whole-class discussion.
Student Facing
Complete the table.
|                               | exponential form |   number form    |               calculations               |
|-------------------------------|------------------|------------------|------------------------------------------|
|                               |     \(2^5\)      |                  |                                          |
|                               |                  |        16        |                                          |
| \(\frac{2^4}{2}=2^{4-1}=2^3\) |     \(2^3\)      |                  |                                          |
| \(\frac{2^3}{2}=2^{3-1}=2^2\) |     \(2^2\)      |        4         |                                          |
|                               |                  |        2         |        \(4 \boldcdot \frac12=2\)         |
|                               |                  |        1         |        \(2  \boldcdot \frac12=1\)        |
|                               | \(2^{\text-1}\)  | \(\frac{1}{2}\)  |                                          |
|                               |                  | \(\frac{1}{4}\)  | \(\frac12  \boldcdot \frac12 = \frac14\) |
|                               | \(2^{\text-3}\)  |                  |                                          |
|                               | \(2^{\text-4}\)  |                  |                                          |
|                               |                  | \(\frac{1}{32}\) |                                          |
Student Response
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Activity Synthesis
Display the completed table, and resolve any questions students have. Questions for discussion:
“How would you make sense of
\(2^{\text-6}\)
?” (I know
\(2^{\text-5}=\frac{1}{32}\)
, and I know that
\(2^{\text-6}\)
would be the result of multiplying by another
\(\frac12\)
. So,
\(2^{\text-6} = \frac{1}{64}\)
.
“How could we figure out the value of
\(7^{\text-2}\)
?” (Possible response: We could rewrite it as
\(\frac{7^0}{7^2}\)
, and then
\(\frac{1}{49}\)
.


aligns: no