few_shots: 
Example:
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.

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


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.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: fl_problem_001894_neg_0

HS_0
standard_description: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Narrative
The purpose of this activity is for students to reason about adding fractions with unlike denominators to add two equations to a partially-completed True or False activity. If there is time, students can facilitate their True or False with another group.
Launch
Groups of 2 or 4
“Now you will work with your group to complete a True or False activity. This activity has two equations missing. Decide on equations that would complete the True or False and write them on the blank lines.”
Activity
10 minutes: small-group work time
As students work, monitor for groups who discuss and design equations based on some of the following:
They create equations where the fractions on one side of the equation have unlike denominators and the other side consists of fractions with like denominators.
They create an equation where the common denominator is appropriate, but the corresponding fraction used is not equivalent.
They create an equation that is similar to a previous equation.
They create an equation where a similar strategy can be used to determine if it’s true.
Student Facing
Write two equations to complete the True or False task. Be prepared to share your reasoning for the equations.
\(\frac{8}{14}+\frac{3}{7}=\frac{4}{7}+\frac{3}{7}\)
_______________________
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Student Response
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Activity Synthesis
Choose small groups to share that had different reasons for their equations.
Ask students to share their completed True or False and ask the class to share reasons for the equations.
As each group shares, continually ask others in the class if they agree or disagree and the reasons why.


aligns: no