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


Concept/skill: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_001894_pos_0

HS_0
standard_description: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
problem_activity: Warm-up
The purpose of this warm-up is to reactivate students’ understanding of tape diagrams to make it more likely that tape diagrams are accessible as a tool for them to choose in this lesson. The diagram was deliberately constructed to encourage some students to write an equation like
\(24=3(a+2)\)
and others like
\(24=3a+6\)
. Monitor for one student who writes each type of equation.
Launch
Arrange students in groups of 2. Give 5 minutes of quiet think time and time to share their work with a partner followed by a whole-class discussion.
Student Facing
[IMG]
Write a story that could be represented by this tape diagram.
Write an equation that could be represented by this tape diagram.
Student Response
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Activity Synthesis
After students have had a chance to share their work with their partner, select a few students to share their stories. Then, select one student to share each type of equation and explain its structure:
\(3(a+2)=24\)
and
\(3a+6=24\)
.


aligns: no