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


Concept/skill: 
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Answer: 
No. This problem does not directly teach how side ratios in right triangles lead to definitions of trigonometric ratios. Instead, it involves solving a trigonometric function.

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_neg_0

HS_0
standard_description: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
problem_activity: Problem 1
A rectangular garden has a width of
$$x$$
feet. The length of the garden is
$$4$$
feet longer than the width. Around the garden there is a pathway that measures
$$3$$
feet across the path.
[IMG]
The expression below represents the area of the pathway, not including the garden.
$$(x+6)(x+10)-x(x+4)$$
Explain what each part of the expression represents in context of the situation.
a.
$$x$$
b.
$$x+4$$
c.
$$x+10$$
d.
$$x(x+4)$$
e.
$$(x+6)(x+10)$$
Problem 2
An artist has a strip of wood
$$8$$
feet long to make a large rectangular picture frame. The possible dimensions of the frame that the artist can create can be represented as
$$x$$
and
$$4-x$$
, as seen in the diagram below.
[IMG]
What is the largest area the artist can frame with the
$$8$$
feet of wood?


aligns: no