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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_001894_neg_0

HS_0
standard_description: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to understand that the standard algorithm for subtraction can be used with decimals. Students first find the value of a difference of decimals using a strategy that makes sense to them and then see calculations organized using the standard algorithm. When students calculate using a strategy of their choice, they may or may not show decomposition of a whole into 10 tenths. The standard algorithm explicitly shows this decomposition.
When students share their explanation of Han's calculations with a partner and revise their work after receiving feedback they critique the reasoning of others and improve their arguments (MP3).
This activity uses
MLR1 Stronger and Clearer Each Time
. Advances: Conversing.
Launch
Groups of 2
“Work on the first two problems on your own.”
Activity
5–6 minutes: independent work time
MLR1 Stronger and Clearer Each Time
“Share your description of Han’s work with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: structured partner discussion
Repeat with 2–3 different partners.
“Revise your initial draft based on the feedback you got from your partners.”
2–3 minutes: independent work time
Student Facing
Find the value of
\(8.53 - 2.7\)
. Show your reasoning.
Han used the standard algorithm to subtract decimals. This is Han’s work. Describe what Han did in each step.
[IMG]
Use the standard algorithm to find the value of
\(6.62 - 3.71\)
.
Student Response
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Activity Synthesis
“Solve the last problem on your own.”
2-3 minutes: independent work time
“How is the standard algorithm for subtraction the same as the standard algorithm for addition?” (I work from right to left. I line up all of the place values and make sure the digits I am subtracting have the same place value.)
“How is the standard algorithm for subtraction different than the standard algorithm for addition?” (Sometimes I need to decompose a unit. I need to decompose a whole into 10 tenths. With addition, I sometimes need to compose a new unit.)


aligns: yes