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: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
problem_activity: Optional activity
In the previous activity, students drew a line that best fit the latitude-temperature data and found the equation of this line. The line is a mathematical model of the situation. In this lesson, they use their model to make predictions about temperatures in cities that were not included in the original data set. In the next activity, they also interpret the slope of the line and the intercepts in the context of this situation. This leads to a discussion of the limitations of the mathematical model they developed.
Launch
Students in same groups of 3–4. If available, tell the students the latitude and average high temperature in September in their city.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, present one question at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Student Facing
In the previous activity, you found the equation of a line to represent the association between latitude and temperature. This is a
mathematical model
.
Use your model to predict the average high temperature in September at the following cities that were not included in the original data set:
Detroit (Lat: 42.14)
Albuquerque (Lat: 35.2)
Nome (Lat: 64.5)
Your own city (if available)
Draw points that represent the predicted temperatures for each city on the scatter plot.
The actual average high temperature in September in these cities were:
Detroit:
\(74^\circ\text{F}\)
Albuquerque:
\(82^\circ\text{F}\)
Nome:
\(49^\circ\text{F}\)
Your own city (if available):
How well does your model predict the temperature? Compare the predicted and actual temperatures.
If you added the actual temperatures for these four cities to the scatter plot, would you move your line?
Are there any outliers in the data? What might be the explanation?
Student Response
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Activity Synthesis
Invite some groups to share their results and compare predictions for the different cities. Ask if students think that the line is a good mathematical model to predict the temperature in a location if you know the latitude.
Representing, Speaking, Listening: MLR2 Collect and Display.
Use this routine to collect verbal and written ideas about students’ mathematical models and the limitations of them that they see. During the synthesis discussion, chart key ideas that students share out about the slope, intercept, and differences in their predictions. Remind students that we call this a “mathematical model” (i.e., the line they drew). It is one way to look at data. Ask students, “What are the limitations of this model in making predictions?” Add their language to your chart. Reference this chart in the following lesson and make revisions as needed with student input.
Design Principle(s): Support sense-making; Maximize meta-awareness


aligns: yes