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

shot_info: fl_problem_001894_pos_0

HS_0
standard_description: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
The purpose of this optional activity is for students to practice the verbal count sequence to 10. This activity is optional because it is an opportunity for extra practice that not all students may need. Based on formative assessment data and observation from previous sections and during the first activity, this activity will be helpful for students who are not yet saying the count sequence to 10. English learners in particular will benefit from this additional opportunity to practice the verbal count sequence.
This activity can be used with a small-group or the whole class. Students who do not need this optional activity may benefit from additional time working in centers. Some students may benefit from working on the concepts in this optional activity more than one time. Consider incorporating counting and counting songs throughout the day and during transitions.
Launch
Groups of 2
“I’m going to count to 10.”
Count to 10.
Activity
“Let’s count to 10 all together.”
Count to 10 all together.
“Let’s count to 10 and clap our hands when we say each number.”
Count to 10 and clap all together.
“Let’s count to 10 and touch the table when we say each number.”
Count to 10 and touch the table all together.
“Let’s count to 10 and put up 1 finger when we say each number.”
Count to 10 and put up each finger all together.
Student Response
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Advancing Student Thinking
If students “sing” the count sequence without separating each number word, prompt them to count slowly and match a gesture or movement with each number.
Activity Synthesis
“Take turns counting to 10 with your partner. You can clap your hands or touch the table when you say each number. You can also think of your own movement for each number.”
1 minute: partner discussion


aligns: no