few_shots: 
Example 1:
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.

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Concept/skill: 
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Answer: 
No. This task does not involve an equation in two variables. There is only one variable, x.

Example 3:
Problem/activity:
Task
Suppose $A$ is an angle with vertex $P$, as pictured below:
[IMG]
Draw a circle with center $P$ and with  radius $r \gt 0$.  Explain why the circle
meets each ray of angle $A$ in a single point.  Label these points $Q$ and $R$ respectively.
Draw circles with centers $Q$ and $R$ respectively and radius $r$.  These circles meet at $P$ and a second point to be labelled $B$.
Show that ray $\overrightarrow{PB}$  bisects angle $P$.


Concept/skill: 
Construct a tangent line from a point outside a given circle to the circle.

Answer: 
No. This task does not involve drawing lines that are tangent to circles. The only line that may be drawn is the ray between points P and B.

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

im_task_000870_neg_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
problem_activity: Task
The fifth grade teachers are in charge of planning the annual Davis Elementary Fun Run.  The teachers decide that each adult should run $\frac{6}{4}$ as far as each student in grade 5 and each student in grade 1 should run $\frac{3}{4}$ as far as each student in grade 5.
Who has to run the longest distance?  Who has to run the shortest distance?  Explain your reasoning.
The fifth grade students decide that they should each run four laps around the track.  How many laps should each adult and each first grade student run?
Peyton, a fifth grader calculates that he will run a$\frac{1}{2}$ mile.  Write two multiplication equations involving $\frac{1}{2}$, one that shows how many miles each adult will run and one that shows how many miles each first grade student will run.
When Peyton showed the adults his calculations, some of them were confused. Some of the adults thought multiplication always makes a number larger, for example $2\times5$ is bigger than 5. When calculating the distance the first graders ran, Peyton used multiplication but got a smaller number. Explain why the product of 5 and another number is not always greater than 5, and write an example to help the adults understand.
Presley, another fifth grade student, wanted to write the distance she ran in eighths.  She noticed that you could write this equation: $\frac{4}{4}\times\frac{1}{2}$miles = $\frac{4}{8}$ miles.  Explain why in this case multiplying by $\frac{1}{2}$ results in a product that is neither larger nor smaller than $\frac{1}{2}$.


aligns: no