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: 
Solve quadratic equations in one variable.

Answer: 
Yes. This task shows one quadratic equation with 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 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

im_task_000870_pos_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
problem_activity: Problem 1
Elena and Zack want some change to buy penny candy. Their mom keeps rolls of 10 pennies to give to them for just this purpose. Their mom gives them 5 rolls and 4 loose pennies. How can Zack and Elena split the change they got from their mom evenly?
Problem 2
Elena used base-ten diagrams to find 3.72 ÷ 3. She started by representing 3.72.
[IMG]
She made three groups, each with 1 one. Then, she put the tenths and hundredths in each of the three groups. Here is her diagram for 3.72 ÷ 3.
[IMG]
Elena’s diagram for 3.72 has 7 tenths. The one for 3.72 ÷ 3 has only 6 tenths. Why?
Where did the extra hundredths (small squares) come from?
How would Elena calculate 95.6 ÷ 4?
Problem 3
Andre calculated 95.6 ÷ 4 using a method that was different from Elena’s method.
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Andre subtracted 80.0 from 95.6. What does the 80 represent?
Andre wrote 3.0 above the 20.0 and then subtracted 12.0 from 15.6. How is the 12.0 related to the 3.0?
What do the numbers 20.0, 3.0, and 0.9 represent?
What is the meaning of the 0.0 at the bottom of Andre’s work?
Problem 4
Solve. Show or explain your work.
0.96 ÷ 6 = ___________
9.85 ÷ 5 = ___________
24.08 ÷ 8 = ___________
64.8 ÷ 6 = ___________


aligns: no