few_shots: Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
B

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Standard options: 
A. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
B. Solve quadratic equations in one variable.


Your response:
B

Example 3:
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 $P$.


Standard options: 
A. 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.
B. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.


Your response:
A

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001894

HS_0

im_task_000870

HS_1

im_task_001160

HS_2
options: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
problem_activity: Activity
The goal of this activity is to practice applying the definition of rotation. In this activity, students rotate a segment around its endpoint to create an isosceles triangle. By rotating a segment around one endpoint, students can observe that the distance between the center of rotation and a point is the same as the distance between the center of rotation and the image of that point. This observation is later captured in the formal definition of rotation.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5).
Digital
Launch
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to aide students who benefit from support with organizational skills in problem solving. For example, present one question at a time and ensure students complete each step correctly before moving on to the next step.
Supports accessibility for: Organization; Attention
Student Facing
Draw a segment. Label the endpoints
\(A\)
and
\(B\)
.
Rotate segment
\(AB\)
clockwise around center
\(B\)
by 90 degrees. Label the new endpoint
\(A’\)
.
Use the Polygon tool to draw triangle
\(ABA'\)
.
What kind of triangle did you draw? What other properties do you notice in the figure? Explain your reasoning.
Draw a segment. Label the endpoints
\(C\)
and
\(D\)
.
Rotate segment
\(CD\)
counterclockwise around center
\(D\)
by 30 degrees. Label the new endpoint
\(C’\)
.
Rotate segment
\(C’D\)
counterclockwise around center
\(D\)
by 30 degrees. Label the new endpoint
\(C’’\)
.
Use the Polygon tool to draw triangle
\(CDC’’\)
.
What kind of triangle did you draw? What other properties do you notice in the figure? Explain your reasoning.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Student Facing
Are you ready for more?
You constructed an equilateral triangle by rotating a given segment around one of its endpoints by a specific angle measure. An equilateral triangle is an example of a
regular polygon
: a polygon with all sides congruent and all interior angles congruent. Try to construct some other regular polygons with this method.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Print
Launch
Briefly demonstrate how to create an angle of a given measure with a protractor and ask students to use their protractors along with you.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5). You may wish to demonstrate using GeoGebra Geometry in Math Tools.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to aide students who benefit from support with organizational skills in problem solving. For example, present one question at a time and ensure students complete each step correctly before moving on to the next step.
Supports accessibility for: Organization; Attention
Student Facing
Draw a segment. Label the endpoints
\(A\)
and
\(B\)
.
Rotate segment
\(AB\)
clockwise around center
\(B\)
by 90 degrees. Label the new endpoint
\(A’\)
.
Connect
\(A\)
to
\(A’\)
and lightly shade in the resulting triangle.
What kind of triangle did you draw? What other properties do you notice in the figure? Explain your reasoning.
Draw a segment. Label the endpoints
\(C\)
and
\(D\)
.
Rotate segment
\(CD\)
counterclockwise around center
\(D\)
by 30 degrees. Label the new endpoint
\(C’\)
.
Rotate segment
\(C’D\)
counterclockwise around center
\(D\)
by 30 degrees. Label the new endpoint
\(C’’\)
.
Connect
\(C\)
to
\(C’’\)
and lightly shade in the resulting triangle.
What kind of triangle did you draw? What other properties do you notice in the figure? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
You constructed an equilateral triangle by rotating a given segment around one of its endpoints by a specific angle measure. An equilateral triangle is an example of a
regular polygon
: a polygon with all sides congruent and all interior angles congruent. Try to construct some other regular polygons with this method.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students may not notice any properties other than that rotation preserves distances to the center of rotation. Encourage these students to use tracing paper to make other conjectures about side lengths or angles.
Activity Synthesis
Display an isosceles triangle
\(ABC\)
with base
\(BC\)
.
Here are some key conjectures and observations students should come away from the discussion with:
Rotations preserve the distance to the center of rotation.
The angle bisector of angle
\(A\)
is also the perpendicular bisector of the base (
\(BC\)
) of an isosceles triangle.
The two base angles (angle
\(B\)
and angle
\(C\)
) of an isosceles triangle are congruent.
An isosceles triangle where angle
\(A\)
is 60 degrees is also equilateral.
It is not necessary at this time to formalize the language of these ideas. This will come later as students prove some of these statements in a subsequent unit.


correct_option_index: 1