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: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to find areas of rectangles where one side is a whole number and the other side is a fraction that is greater than 1.  Students should solve the problems in a way that makes sense to them. Ask students to explain how the diagrams show the multiplication expressions.
Engagement: Provide Access by Recruiting Interest.
Synthesis: Optimize meaning and value. Invite students to share how they use the diagram to calculate the area of the desk or the garden and the method they used to do so with a classmate.
Supports accessibility for: Conceptual Processing, Attention
Launch
Groups of 2
Activity
5 minutes: individual work time
5 minutes: partner work time
Student Facing
Write a multiplication expression to represent the area of the shaded region.
[IMG]
What is the area of the shaded region?
Write a multiplication expression to represent the area of the shaded region.
[IMG]
What is the area of the shaded region?
Student Response
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Advancing Student Thinking
If students do not write multiplication expressions to represent the area of the shaded region, prompt them to explain how they found the area of the shaded region. Then, write expressions to represent the student’s strategy and ask, “How do these expressions represent your strategy?”
Activity Synthesis
Ask several students to share their responses to the second problem.
Display:
\(3 \times 3\frac{3}{4}\)
\(3 \times \frac{15}{4}\)
“How do these expressions represent the area of the shaded region?” (They are the width and length of the shaded region. In one, the length is a whole number and some fourths, and in the other, it is all fourths.)
“How is finding the value of these two expressions different?” (For the first one, I can multiply 3 by 3 and then 3 by
\(\frac{3}{4}\)
and add them together. For the second one, I can see how many fourths I have using multiplication.)


aligns: no