few_shots: 
Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: fl_problem_001894_pos_0

HS_0
standard_description: Find whole-number quotients and remainders with up to four-digit dividends and one-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.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
This Number Talk encourages students to look for and make use of the structure of numbers in base-ten to mentally solve division problems. The reasoning elicited here will be helpful later in the lesson when students divide large numbers using increasingly more abstract strategies.
Launch
Groups of 2
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(90 \div 3\)
\(96 \div 3\)
\(960 \div 3\)
\(954 \div 3\)
Student Response
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Activity Synthesis
“How did each expression help you find the next one?”
Consider asking:
“Who can restate _______ 's reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the expression in a different way?”
“Does anyone want to add on to____’s strategy?”


aligns: yes