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: 
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_pos_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
problem_activity: Narrative
The purpose of this activity is for students to compose and decompose 10 using objects, images, and equations. Students work with equations with the total before and after the equal sign.
MLR8 Discussion Supports.
Synthesis: For each question, invite students to turn to a partner and share their response. This gives all students an opportunity to produce language.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Each student needs the bead tool that they created in the previous activity.
Launch
Groups of 2
“We can use the bead tool we made to show different ways to make and break apart 10. Show your partner one way that you can break apart 10 into 2 groups.”
“Take turns playing with your partner. Use your beads to show each equation. When your partner shows you their beads, tell them the equation to make 10 and draw a picture to show what the beads look like.”
Activity
4 minutes: partner work time
“Fill in each equation to match the pictures of beads. You can use your bead tool if it’s helpful."
3 minutes: independent work time
Student Facing
\(7 + 3 = 10\)
\(10 = 4 + 6\)
\(9 + 1 = 10\)
\(10 = 2 + 8 \)
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10\)
[IMG]
\(10 = \underline{\hspace{1 cm}} + \underline{\hspace{1 cm}}\)
[IMG]
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10\)
[IMG]
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10\)
[IMG]
Student Response
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Activity Synthesis
Display
\(2 + 8 = 10\)
.
Invite a student to demonstrate
\(2 + 8 = 10\)
with their beads.
“What 2 parts do you see? What total do you see?” (2 and 8, 10)
“How will the beads look different if we show
\(10 = 2 + 8\)
?" (The beads will look the same. There are still 10. 2 and 8 are still the parts.)


aligns: no