few_shots: 
Example 1:
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.

Example 2:
Concept/skill: 
Solve quadratic equations in one variable.

Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Answer: 
Yes. This task shows one quadratic equation with one variable, x.

Example 3:
Concept/skill: 
Construct a tangent line from a point outside a given circle to the circle.

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 $P$.


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, 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

im_task_000870_pos_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Solve quadratic equations in one variable.
problem_activity: Activity
The purpose of this activity is for students to draw their own axes for different sets of coordinates. They must decide which of the four quadrants they need to use and how to scale the axes. Some students may use logic such as “the largest/smallest point is this, so my axes must go at least that far.” Identify these strategies for the discussion. Monitor for differences in scales and axes where the points were still able to be plotted correctly to highlight during discussion.
Teacher Notes for IM 6–8 Accelerated
Adjust this activity to 15 minutes. Skip the part of the activity synthesis that references making connections back to the warm-up.
Launch
Arrange students in groups of 2. Allow 10 minutes for students to construct their graphs and discuss them with their partners. Follow with a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. Check in with students after the first 2–3 minutes of work time. Invite students to share their reasoning about where they placed each axis and how they determined an appropriate scale. Some students may benefit from access to partially-created graphs with varying degrees of completion—for example, axes with or without unlabeled tick marks.
Supports accessibility for: Memory; Organization
Listening, Speaking: MLR2 Collect and Display.
Listen for and display vocabulary and phrases students use to justify their choice of axes (e.g., “minimum/maximum
\(x\)
- or
\(y\)
-coordinate” or “appropriate units”). Continue to update collected language students used to explain their reasoning to their peers. Remind students to borrow language from the display during paired and whole-class discussions.
Design Principle(s): Maximize meta-awareness
Student Facing
Here are three sets of coordinates. For each set, draw and label an appropriate pair of axes and plot the points.
\((1, 2), (3, \text-4), (\text-5, \text-2), (0, 2.5)\)
[IMG]
\((50, 50), (0, 0), (\text-10, \text-30), (\text-35, 40)\)
[IMG]
\(\left(\frac14, \frac34\right), \left(\frac {\text{-}5}{4}, \frac12\right), \left(\text-1\frac14, \frac {\text{-}3}{4}\right), \left(\frac14, \frac {\text{-}1}{2}\right)\)
[IMG]
Discuss with a partner:
How are the axes and labels of your three drawings different?
How did the coordinates affect the way you drew the axes and label the 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
Make sure that students label distances on their axes consistently. For example, if the first tick mark after 0 is 3, then the next must be 6 in order for the spacing to be consistent.
Activity Synthesis
The key takeaway from this discussion is that defining axes and scale is a process of reasoning, not an exact science. Ask students to share their strategies about how to place and scale their axes. First, display previously selected student responses that capture the same data on their axes, but with slightly different origins or scales. Ask students which axes they think better represent the data. If not mentioned by students, point out that axes with a lot of empty space probably could benefit from either a different scale or a different origin. Select previously identified students to demonstrate a reliable strategy for finding the needed maximum or minimum. Link back to the warm-up when talking about how to scale the axes: if there are larger numbers, then a bigger scale makes more sense. Also draw attention to the fractional coordinates and how using decimal equivalents might make it easier to scale.


aligns: no