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: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
A dime is
$${{1\over10}}$$
of a dollar and a penny is
$${{1\over100}}$$
of a dollar.
Would you rather have 4 one-dollar bills and 1 dime, 42 dimes, or 413 pennies? Justify your answer.
Problem 2
a.   Decide whether each of these has the same value as 3.57. Explain your reasoning.
357 tenths
357 hundredths
3 ones 57 tenths
3 ones 57 hundredths
34 tenths 17 hundredths
3 ones 7 hundredths 5 tenths
b.   Find as many ways as you can to make
$$2 \frac{4}{10}$$
using ones, tenths, and hundredths. If you think you have found all the ways, explain how you know your list is complete.
Problem 3
a.   What number represents the same amount as 1 one 70 hundredths?
b.   What number represents the same amount as 40 tenths 9 hundredths?
c.   What number represents the same amount as 268 hundredths?
d.   What number represents the same amount as 2 ones 14 tenths?
e.   What number represents the same amount as 3 ones 16 tenths 25 hundredths?


aligns: yes