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: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
- 10 can be thought of as a bundle of ten ones — called a “ten.”
problem_activity: Several campuses are holding fundraisers and tallied the amount of tickets they sold, the amount of money they raised, and any one-time donations.
The prediction for how each campus would price the tickets, plus one-time donations was:
$${y=2.5x + 50}$$
Part A
Which campuses, based on the amount of tickets sold and the total amount raised, appear to have followed the model prediction?
[IMG]
Part B
Central East and Central West forgot to send in their total amounts of money raised. The director used the prediction equation and his best guess of a sale of 25 tickets and 42 tickets, respectively. How much money did the director predict Central East and Central West raised?


aligns: no