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: 
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Answer: 
No. This task does not involve an equation in two variables. There is only 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_neg_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Find inverse functions.
problem_activity: Task
The table below shows some input-output pairs of two functions $f$ and $g$ that agree for the values that are given but some of their output values are missing.
{"table": [{"tbody": [{"tr": [{"th": [{"_value": "$t$"}], "td": [{"_value": "0"}, {"_value": "15"}, {"_value": "30"}, {"_value": "45"}, {"_value": "60"}, {"_value": "75"}, {"_value": "90"}, {"_value": "105"}, {"_value": "120"}]}, {"th": [{"_value": "$f(t)$"}], "td": [{"_value": "0"}, {"_value": "0.5"}, {}, {"_value": "1.3"}, {"_value": "2"}, {"_value": "2.7"}, {}, {"_value": "4"}, {}]}, {"th": [{"_value": "$g(t)$"}], "td": [{"_value": "0"}, {"_value": "0.5"}, {}, {"_value": "1.3"}, {"_value": "2"}, {"_value": "2.7"}, {}, {"_value": "4"}, {}]}]}]}]}
Complete the table in a way so that $f$ could be invertible and so that $g$ is definitely not invertible.
Graph both functions and explain from the graph why $f$ is invertible and $g$ is not.
Come up with two real life situations that $f$ and $g$ could be representing.
Find and interpret the value $f^{-1}(4)$ in terms of these contexts.


aligns: yes