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: 
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, 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_neg_0

HS_2
standard_description: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
problem_activity: Narrative
This Number Talk encourages students to think about how to use the addition and subtraction facts they know and their understanding of place value to mentally find values of expressions. The strategies elicited here will be helpful as students use the facts they know to develop fluency with addition and subtraction within 100.
Students may notice that calculating
\(6 - 3\)
is repeated in each expression and use this to mentally find the values (MP8). Students must also attend to precision in how they describe how they use known facts or other methods (MP6), especially when they describe subtracting by place. Encourage students to tell more about their strategy if they use unclear language to describe their method and to reflect on how their description could be interpreted differently without more precise language. For example, if students say they knew
\(66-30=36\)
because they know
\(6-3\)
, ask students to explain how that fact helped them subtract.
Launch
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.
\(6 - 3\)
\(66 - 3\)
\(66 - 30\)
\(66 - 33\)
Student Response
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Activity Synthesis
“How is each expression like
\(6 - 3\)
? How are the expressions different?” (Each expression has the digits 6 and 3. In each expression you could use what you know about
\(6 - 3\)
. Some expressions you are finding 6 ones
\(-\)
3 ones. In some expressions you are finding 6 tens
\(-\)
3 tens.)


aligns: no