few_shots: 
Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Description: 
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.


Description: 
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 $P$.


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: fl_problem_001894_neg_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
problem_activity: Optional activity
In this optional activity, students revisit the representation of a multiplication chart, which may be familiar from previous grades; however, in this activity, the multiplication chart is extended to include negative numbers. Students identify and continue patterns (MP8) to complete the chart and see that it fits the patterns in the chart for the product of two negative numbers to be a positive number.
The blackline master has a multiplication chart that also includes the factors 1.5, -1.5, 3.2, and -3.2, so that students can see how the patterns extend to rational numbers that are not integers. Encourage students to complete the rows and columns for the integers first and then come back to 1.5, -1.5, 3.2, and -3.2 later. Directions are included on the blackline master for a way that students can fold their papers to hide the non-integers while they fill in the integers. If you want students to do this, it would be good to demonstrate and walk them through the process of folding their paper.
Digital
Launch
Arrange students in groups of 3. If desired, distribute 1 copy of the blackline master to every student and instruct students to ignore the chart printed in their books or devices. (Also if desired, instruct students to fold their papers according to the directions on the top and right sides of the chart, so that the decimal rows and columns are temporarily hidden.) Give students 30 seconds of quiet think time. Have them share what patterns they notice about the numbers that are already filled in. Give the groups 5 minutes of work time followed by whole-class discussion.
If students have access to the digital materials, students can use the applet to complete the chart. The applet helps students focus on fewer of the numbers and patterns at a time, similar to the purpose of folding the blackline master. Also, the applet gives students immediate feedback on whether their answers are correct which helps them test their theories about ramifications of multiplying by a negative number.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Look at the patterns along the rows and columns and continue those patterns to complete the table. When you have filled in all the boxes you can see, click on the "More Boxes" button.
What does this tell you about multiplication by a negative?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 3. If desired, distribute 1 copy of the blackline master to every student and instruct students to ignore the chart printed in their books or devices. (Also if desired, instruct students to fold their papers according to the directions on the top and right sides of the chart, so that the decimal rows and columns are temporarily hidden.) Give students 30 seconds of quiet think time. Have them share what patterns they notice about the numbers that are already filled in. Give the groups 5 minutes of work time followed by whole-class discussion.
If students have access to the digital materials, students can use the applet to complete the chart. The applet helps students focus on fewer of the numbers and patterns at a time, similar to the purpose of folding the blackline master. Also, the applet gives students immediate feedback on whether their answers are correct which helps them test their theories about ramifications of multiplying by a negative number.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Complete the
shaded
boxes in the multiplication square.
[IMG]
Look at the patterns along the rows and columns. Continue those patterns into the unshaded boxes.
Complete the whole table.
What does this tell you about multiplication with negative numbers?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students may need a reminder of how a mutliplication chart works: the factors are listed at the end of the rows and columns, and their products go in the boxes.
Activity Synthesis
The most important takeaway is that it makes sense for the product of two negative numbers to be a positive number, whether or not the numbers are integers. This fits in with the patterns in the extended multiplication chart. Those patterns depend on the distributive property. For example, the reason the numbers in the top row go up by 5s is that
\(5(n+1) = 5n + 5\)
. So when students extend the pattern to negative numbers, they are extending the distributive property.
Display a complete chart for all to see, and ask students to explain the ways in which the chart shows that the product of a negative and a negative is a positive. The general argument involves assuming that a pattern observed in a row or column will continue on the other side of 0.
[IMG]


aligns: no