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: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
problem_activity: Narrative
In this activity, students identify right triangles. They also explain why certain given shapes are not right triangles. As they determine whether a triangle is a right triangle, students may use the corner of an index card or a piece of paper, use a protractor, or trace an angle in a triangle to compare with an angle elsewhere that they know to be a right angle. In doing so, students practice choosing tools strategically (MP5).
Required Materials
Materials to Gather
Index cards
Patty paper
Protractors
Launch
Groups of 2
Provide access to index cards, patty paper, and protractors.
Activity
5 minutes: independent work time
2 minutes: partner discussion
Monitor for students who use tools to check angles and those who estimate them visually. Ask the latter: “How might we check that the angles that look like right angles are
\(90^\circ\)
?”
Student Facing
Identify all shapes that are right triangles. For each right triangle, mark the right angle with a small square.
[IMG]
Explain why the other shapes are not right triangles.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
Students may not identify triangles C or D because of the orientation.
Consider asking:
“How can we show that a triangle has a right angle?”
“Where else do you see triangles that may have perpendicular sides?”
“What tools could you use to see if each triangle has any right angles?”
Activity Synthesis
Invite students to share their responses and how they found the right triangles in the set.
“Were there any triangles that appeared to be right triangles but are not, or don’t appear to be right triangles but are?” (Triangle H looks like one but isn’t.)


aligns: no