few_shots: 
Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Description: 
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Answer: 
No. This problem does not directly teach how side ratios in right triangles lead to definitions of trigonometric ratios. Instead, it involves solving a trigonometric function.

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Description: 
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 $P$.


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

shot_info: fl_problem_001894_neg_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.
problem_activity: Warm-up
The purpose of this warm-up is for students to reason about expressions with negative exponents on a number line. Students explore a common misunderstanding about negative exponents that is helpful to address before scientific notation is used to describe very small numbers.
For students’ reference, consider displaying a number line from a previous lesson that shows powers of 10 on a number line.
Launch
Give students 2 minutes of quiet work time, followed by a whole-class discussion.
Student Facing
Kiran drew this number line.
[IMG]
Andre said, “That doesn’t look right to me.”
Explain why Kiran is correct or explain how he can fix the number line.
Student Response
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Activity Synthesis
The important idea to highlight during the discussion is that the larger the size (or absolute value) of a negative exponent, the closer the value of the expression is to zero. This is because the negative exponent indicates the number of factors that are
\(\frac{1}{10}\)
. For example,
\(10^{\text-5}\)
represents 5 factors that are
\(\frac{1}{10}\)
and
\(10^{\text-6}\)
represents 6 factors that are
\(\frac{1}{10}\)
, so
\(10^{\text-6}\)
is 10 times smaller than
\(10^{\text-5}\)
.
Ask one or more students to explain whether they think the number line is correct and ask for their reasoning. Record and display their reasoning for all to see, preferably on the number line. If possible, show at least two correct ways the number line can be fixed.


aligns: yes