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: 
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 $P$.


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

shot_info: fl_problem_001894_neg_0

HS_0

im_task_000870_pos_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
problem_activity: Activity
The purpose of this activity is to give students practice finding missing side lengths in a right triangle using the Pythagorean Theorem.
Teacher Notes for IM 6–8 Math Accelerated
Adjust time to 15 minutes. After 2–3 minutes of work time, select 1–2 groups to share their work for the first question before continuing with the remaining questions. If time is limited, tell students that the final question is optional.
Launch
Arrange students in groups of 2. Give students 10 minutes of quiet work time and then have them compare with a partner. If partners disagree about any of their answers, ask them to explain their reasoning to one another until they reach agreement. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge by displaying the Pythagorean Theorem with a labeled diagram. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Find
\(c\)
.
[IMG]
Find
\(b\)
.
[IMG]
A right triangle has sides of length 2.4 cm and 6.5 cm. What is the length of the hypotenuse?
A right triangle has a side of length
\(\frac14\)
and a hypotenuse of length
\(\frac13\)
. What is the length of the other side?
Find the value of
\(x\)
in the figure.
[IMG]
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?
The spiral in the figure is made by starting with a right triangle with both legs measuring one unit each. Then a second right triangle is built with one leg measuring one unit, and the other leg being the hypotenuse of the first triangle. A third right triangle is built on the second triangle’s hypotenuse, again with the other leg measuring one unit, and so on.
[IMG]
Find the length,
\(x\)
, of the hypotenuse of the last triangle constructed in the figure.
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
Ask students to share how they found the missing side lengths. If students drew triangles for the two questions that did not have an image, display a few of these for all to see, noting any differences between them. For example, students may have drawn triangles with different orientations or labeled different sides as
\(a\)
and
\(b\)
.
For the last question, ask students to say what they did first to try and solve for
\(x\)
. For example, while many students may have found the length of the unknown altitude first and then used that value to find
\(x\)
, others may have set up the equation
\(34-5^2=18-x^2\)
.
Point out that when you know two sides of a right triangle, you can always find the third by using the Pythagorean identity
\(a^2 + b^2 = c^2\)
. Remind them that it is important to keep track of which side is the hypotenuse.
Reading, Writing, Speaking: MLR3 Clarify, Critique, Correct.
Before students share their method for the questions that did not have an image, present an incorrect solution based on a common error related to labeling the sides of a right triangle. For the right triangle with a side of length
\(\frac{1}{4}\)
and a hypotenuse of length
\(\frac{1}{3}\)
, draw a right triangle with the legs labeled
\(\frac{1}{4}\)
and
\(\frac{1}{3}\)
. Provide an incorrect explanation such as: “I know that
\(a = \frac{1}{4}\)
and
\(b = \frac{1}{3}\)
, so when I use the Pythagorean Theorem, I get the equation
\((\frac{1}{4})^2 + (\frac{1}{3})^2 = c^2\)
.” Ask students to identify the error, critique the reasoning, and revise the original statement. As students discuss in partners, listen for students who clarify the meaning of the hypotenuse and identify
\(c\)
as the length of the hypotenuse in the Pythagorean Theorem. This routine will engage students in meta-awareness as they critique and correct a common error when labeling the sides of a right triangle.
Design Principles(s): Cultivate conversation; Maximize meta-awareness


aligns: yes