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: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Problem 1
Here are two algorithms for finding the value of 64 × 2.
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a.   How is Patrice’s method similar to and different from Jerome’s method?
b.   How do you think Jerome found the product 128?
Problem 2
Patrice solved the problem 813 × 7 using the partial products algorithm, as shown below:
[IMG]
Jerome solved in a different way from Patrice. Here is what he did:
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align: top;"}, "_value": "First, he found the partial product of 3 ones and 7, which is 21 ones, or 2 tens 1 one. He wrote the ones digit, 1, under the equal bar, and the 2 tens on the equal bar above the tens place in smaller handwriting."}, {"_attributes": {"style": "vertical-align: top;"}, "_value": "Then, he found the partial product of 1 ten and 7, which was 7 tens. Because he had the 2 tens from the first partial product, he added those tens together and wrote 9 in the tens place in the product. Because he had accounted for the 2 tens from his first partial product, he crossed it off."}, {"_attributes": {"style": "vertical-align: top;"}, "_value": "Finally, he found the partial product of 8 hundreds and 7, which was 56 tens. He wrote 56 in the hundreds and tens place in the product."}]}, {"td": [{"p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2021/08/26/4-2-10-at2b_bGxguvo.png", "style": "width: 75px; height: 95px;"}}]}]}, {"p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2021/08/26/4-2-10-at2c.png", "style": "width: 75px; height: 95px;"}}]}]}, {"_attributes": {"style": "vertical-align: bottom;"}, "p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2021/08/26/4-2-10-at2d.png", "style": "width: 75px; height: 95px;"}}], "em": [{}]}]}]}]}]}]}
a.   How is Patrice's method similar to and different from Jerome's method?
b.   What are the advantages and disadvantages of Patrice's method? Of Jerome's method?
Problem 3
Try using the standard algorithm to solve. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$54\times6$$
b.
$$9\times673$$
c.
$$1,605\times4$$


aligns: yes