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: 
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).

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


Answer: 
No. This task does not involve an equation in two variables. There is only one variable, x.

Example 3:
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.

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: 
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, 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_neg_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
problem_activity: Warm-up
In this warm-up, students reason about the volume and dimensions of a cylinder based on information given about a sphere of the same height. The purpose of this warm-up is for students to recognize when they do not have enough information to reach a single answer. While they can determine the height of the cylinder, the radius is completely undefined, which means the volume of the cylinder could be anything.
Launch
Give students quiet work time followed by a whole-class discussion.
Student Facing
A cylinder and sphere have the same height.
If the sphere has a volume of
\(36\pi\)
cubic units, what is the height of the cylinder?
What is a possible volume for the cylinder? Be prepared to explain your reasoning.
Student Response
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Anticipated Misconceptions
Some students may not understand why the second problem talks about “possible” volumes if they assume the radius of the cylinder is the same as the sphere. Ask these students to explain how they found the radius of the cylinder to help them notice that the problem never gives that information.
Activity Synthesis
Ask students to share how they calculated the height of the cylinder. If any students made a sketch, display these for all to see.
Select at least 5 students to give a possible volume for the cylinder and record these for all to see. Ask students,
“Why do we not know what the volume of the cylinder is?” (We don’t know the radius, only the height, so the volume could be anything.)
“Is knowing the height of a sphere enough information to determine the volume?” (Yes. The volume of a sphere is based on the radius, which is half the height.)
Tell students that in the next activity, they will investigate how changes to the radius of a sphere changes the volume of the sphere.


aligns: no