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: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
- An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
- An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
problem_activity: Narrative
In this activity, students learn how to use a protractor. They align a protractor to the vertex and a ray of an angle so that its measurement can be read. The given angles are oriented in different ways, drawing students’ attention to the two sets of scales on a protractor. Students need to consider which set of numbers to pay attention to and think about a possible explanation for when or how to use each scale. Moreover, one of the scales is only marked in increments of 10 degrees so if students use this scale they need to reason carefully about the precise angle measure (MP6).
This activity uses
MLR1 Stronger and Clearer Each Time. Advances: reading, writing.
Action and Expression: Internalize Executive Functions.
Invite students to estimate the size of the angle before finding each precise measurement. Offer the sentence frame: “This angle will be greater than _____ and less than _____. It will be closer to _____.”
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Attention
Launch
Groups of 2–4
Activity
5 minutes: independent work time
2–3 minutes: group discussion
Monitor for students who find each measurement by:
looking for the scale with a ray on
\(0^\circ\)
and counting up on that scale
subtracting the two numbers (on the same scale) that the rays pass through
MLR1 Stronger and Clearer Each Time
“Share your response to the last problem with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: partner discussion
Repeat with 2–3 different partners.
“Revise your initial draft based on the feedback you got from your partners.”
2–3 minutes: independent work time
Student Facing
Here are four angles whose sizes you may have estimated earlier. A protractor has been placed over each angle. Measure the size of each angle in degrees.
[IMG]
[IMG]
[IMG]
[IMG]
Elena and Kiran are measuring an angle with a protractor. Elena says the angle is
\(80^\circ\)
. Kiran says it shows
\(100^\circ\)
. Why might they end up with different measurements? Which one is correct? Explain your reasoning.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Select students who used different strategies to share their responses and reasoning.
Display the image of Elena and Kiran’s angle. If no students mentioned that
\(80^\circ\)
is not possible because the angle clearly appears greater than a right angle (
\(90^\circ\)
), consider asking how Elena can use what she knows about right angles to think about her measurement.


correct_option_index: 0

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