few_shots: 
Example 1:
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.

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_pos_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
The purpose of this Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. The warm-up also draws students' attention to a length between a full inch and one-half of an inch, preparing students to work with such lengths later.
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
What is the length of the paper clip?
[IMG]
Record an estimate that is:
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too low"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "just right"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too high"}]}]}, {"tr": [{"td": [{"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}]}]}]}]}
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Consider asking:
“Is anyone’s estimate less than _____? Is anyone’s estimate greater than _____?”
“Based on this discussion does anyone want to revise their estimate?”


aligns: no