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: 
Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Answer: 
Yes. This task asks students to draw a ray that bisects an angle. The act of drawing circles and rays may involve compass and straightedge or dynamic geometric software.

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_pos_0

HS_2
standard_description: Recognize and represent proportional relationships between quantities.
problem_activity: Warm-up
This warm-up sets the stage for this lesson. Students are presented with the basic question of whether baths or showers use more water and they brainstorm information that might help them investigate the question.
Launch
"Some people take showers, some people take baths. There is disagreement over which one takes more water. What do you think?" Ask students to think for just a minute about whether they think a shower or a bath uses more water. (This is just to record their first instinct—they should not spend any time researching or calculating right now.) Poll the class and record the total for each category for all to see: "think a bath takes more water" and "think a shower takes more water."
Student Facing
Some people say that it uses more water to take a bath than a shower. Others disagree.
What information would you collect in order to answer the question?
Estimate some reasonable values for the things you suggest.
Student Response
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Activity Synthesis
Invite students to share their responses. Record and display their responses for all to see. If these quantities do not come up in conversation, ask students to discuss the ideas and provide reasonable estimates:
Time spent in the shower
Volume of the bath tub
Rate of water coming out of the shower head


aligns: yes