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: 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.
|           He started by writing the dividend, 95.6, and the divisor, 4.            | He then subtracted 4 groups of different amounts from 95.6, starting with 4 groups of 20... |                   …then 4 groups of 3, and then 4 groups of 0.9.                   |                 Andre calculated 20 + 3 + 0.9 and then wrote 23.9.                 |
|------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|
| .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2019/09/22/g5u6l9at3a.png |     .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2019/09/22/g5u6l9at3b.png      | .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2019/09/22/g5u6l9at3c.png | .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2019/09/22/g5u6l9at3d.png |
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