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: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
problem_activity: Narrative
The purpose of this activity is for students to find the volume of a figure composed of two rectangular prisms and recognize that volume is additive. In the previous activity, students physically put two rectangular prisms together and then decomposed a figure into two rectangular prisms. In this activity, they are given an image of a figure composed of two rectangular prisms and asked to find the volume. They can do this in many ways. During the synthesis, connect the different strategies students used to the decomposition of the figure into two rectangular prisms.
As students experiment with different ways to group the cubes to efficiently count them, applying what they already know about the volume of rectangular prisms, they are looking for and making use of the structure of geometric objects (MP7). As students begin to generalize the idea that volume is additive, they are looking for and expressing regularity in repeated reasoning (MP8).
MLR7 Compare and Connect.
Synthesis: Invite students to prepare a visual display that shows the strategy they used to find the volume of each figure. Encourage students to include details that will help others interpret their thinking; for example, using specific language, or using different colors, shading, or arrows. Give students time to investigate each other’s work.
Advances: Representing
Launch
Groups of 2
Activity
5 minutes: individual work time
5 minutes: partner discussion
As students work, monitor for students who:
find two (or more) rectangular prisms that can be put together to make the figure and adding their volumes.
find the number of cubes in a base layer and multiplying by the number of layers, even though the base layer is not a rectangle (figure d).
Student Facing
Find the volume of each figure. Explain or show your reasoning.
a.
[IMG]
b.
[IMG]
c.
[IMG]
d.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students did not decompose the figures into rectangular prisms, encourage them to build the figures with connecting cubes and ask, “how can you decompose the figure into two rectangular prisms?”
Activity Synthesis
Display Figures c and d.
Ask selected students to share their way of splitting each figure.
“Who broke the figure up the same way? Who broke it up differently?”
“Can you think of other ways you could break up these figures?“ (I can cut them into several layers—3 horizontal layers for c, and 5 vertical layers for d. Each layer is a rectangular prism.)


aligns: no