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: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
problem_activity: Narrative
The purpose of this activity is for students to find the volume of a figure in different ways. The given figure can be decomposed in two ways into rectangular prisms by making different cuts. However, it can also be found using a single, larger rectangular prism by removing a smaller rectangular prism. This provides an opportunity to express its volume as a difference of volumes of rectangular prisms. Students may notice this feature, and it is highlighted in the activity synthesis.
When students decide whether or not they have the same expressions, they need to reason carefully about what “the same” means. They consider if the order of the factors is different, is it the same expression and if the order of the addends is different, is it the same expression. Students use what they know about volume, geometric figures, and the properties of operations to justify the equivalence of the expressions and critique their peers' reasoning (MP2, MP3, MP7).
MLR8 Discussion Supports.
Display sentence frames to support partner discussion: “First, I _____ because . . . .” , “_____ and _____ are the same because . . .”, “_____ and _____ are different because . . .”
Advances: Conversing, Representing
Launch
Groups of 2
“You are going to look for different expressions to calculate the volume of a figure.”
Activity
5 minutes: partner work time
Monitor for students who draw a vertical line to show where they decompose the figure to share during the synthesis.
Student Facing
[IMG]
Write an expression to represent the volume of the figure in unit cubes.
Compare expressions with your partner.
How are they the same?
How are they different?
If they are the same, try to find another way to represent the volume.
Student Response
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Advancing Student Thinking
If students did not see the figure as a cube missing a rectangular prism, ask them to build the figure and the missing piece that can be added to make it a cube.
Activity Synthesis
Invite students to share different expressions for the volume of the figure.
Display expression:
\((3 \times 5 \times 5) + (2 \times 2 \times 5)\)
“How does the expression represent the volume of the figure?” (
\(3 \times 5 \times 5\)
represents the prism that is 3 by 5 by 5 cubes tall and the
\(2 \times 2 \times 5\)
represents the prism that is 2 by 2 by 5 cubes tall.)
If no student wrote the expression
\((5 \times 5 \times 5) – (2 \times 3 \times 5)\)
, display this expression.
“How does the expression show the volume of the figure in cubic units?” (There is a 5 by 5 by 5 cube and a piece has been taken away. The piece that is taken away measures 2 cubes by 3 cubes by 5 cubes.)


aligns: no