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: Work with 2 × 2 matrices as a transformations of the plane, and interpret the absolute value of the determinant in terms of area.
problem_activity: Activity
The purpose of this activity is for students to use the four operations on rational numbers solve a problem about water in a tank. The activity presents another example where negative time is used; this time to describe before a sensor starts working. Students examine the change as a separate column before using the starting point to model the draining of the tank.
Students who see that they are doing the same computations over and over and see that the structure of the expression is the same every time are expressing regularity in repeated reasoning (MP8). Monitor for different explanations for the last question.
Launch
Arrange students in groups of 2. Give students 4 minutes of quiet work time, followed by partner and whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. For example, after students have completed the first 2-3 rows of the first table, check-in with either select groups of students or the whole class. Invite students to share how they have applied generalizations from previous lessons about using the four operations on rational numbers so far.
Supports accessibility for: Conceptual processing; Organization; Memory
Student Facing
A tank of water is being drained. Due to a problem, the sensor does not start working until some time into the draining process. The sensor starts its recording at time zero when there are 770 liters in the tank.
Given that the drain empties the tank at a constant rate of 14 liters per minute, complete the table:
| time after sensor                       starts (minutes) | change in                       water (liters) |         expression         | water in the                       tank (liters) |
|----------------------------------------------------------|------------------------------------------------|----------------------------|--------------------------------------------------|
|                            0                             |                       0                        |  \(770 + (0) (\text-14)\)  |                       770                        |
|                            1                             |                      -14                       | \(770 + (1)  (\text-14) \) |                       756                        |
|                            5                             |                      -70                       |                            |                                                  |
|                            10                            |                                                |                            |                                                  |
Later, someone wants to use the data to find out how long the tank had been draining before the sensor started. Complete this table:
| time after sensor                       starts (minutes) | change in                       water (liters) |            expression            | water in the                       tank (liters) |
|----------------------------------------------------------|------------------------------------------------|----------------------------------|--------------------------------------------------|
|                            1                             |                      -14                       |    \(770 + (1) (\text-14) \)     |                       756                        |
|                            0                             |                       0                        |    \(770 + (0)  (\text-14) \)    |                       770                        |
|                            -1                            |                       14                       | \(770 + (\text-1)  (\text-14) \) |                       784                        |
|                            -2                            |                       28                       |                                  |                                                  |
|                            -3                            |                                                |                                  |                                                  |
|                            -4                            |                                                |                                  |                                                  |
|                            -5                            |                                                |                                  |                                                  |
If the sensor started working 15 minutes into the tank draining, how much was in the tank to begin with?
Student Response
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Anticipated Misconceptions
The last question might be hard for students because they have had the table to support calculating the answers.  Ask students how can they use the previous entries in the table to help them calcualte the answer?  What is something they see changing in the expressions in the table that would change in this question?
Activity Synthesis
Make sure students have filled out the tables appropriately. Select students to share their reasoning for the last one.
Speaking, Representing: MLR7 Compare and Connect.
Use this routine when students share their strategies for completing the table. Ask students to consider what is the same and what is different about the structure of each expression. Draw students’ attention to the connection between representations (e.g., “Where do you see the change in water in your expression?”, "How are do repeated computations appear in the expression?"). These exchanges strengthen students’ mathematical language use and reasoning with different representations.
Design Principle(s): Support sense-making; Maximize meta-awareness


aligns: no