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: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare images. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students know and how they talk about characteristics of shapes and pieces of shapes. To help all students distinguish the composite shapes from the smaller shapes they are made up of, invite students to clarify or show what they mean when they describe attributes of the shapes they see in each image.
Launch
Groups of 2
Display image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
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Activity Synthesis
“Let’s find at least one reason why each one doesn’t belong.”


aligns: yes