few_shots: 
Example:
Concept/skill: 
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.

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


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.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: fl_problem_001894_neg_0

HS_0
standard_description: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
problem_activity: Narrative
The purpose of this activity is for students to subtract in a way that makes sense to them. Students use a method of their choice and share their methods with one another. This can serve as a formative assessment of how students approach finding the value of a difference when a ten must be decomposed when subtracting by place. Although students may use many methods to subtract, including those based on counting or compensation, the synthesis focuses on connecting these methods to those based on place value where a ten is decomposed.
Monitor and select students with the following methods to share in the synthesis:
Uses connecting cubes to make 82 and removes 9 blocks. Counts back or counts all to find the difference.
Subtracts 2 from 82 to get to a ten, 80, and then subtracts 7 from 80 by counting back (with or without blocks).
Uses base-ten blocks to show 82 and decomposes a ten to get 12 ones. Subtracts 9 ones from 12 ones and counts the remaining blocks.
Required Materials
Materials to Gather
Base-ten blocks
Connecting cubes
Launch
Groups of 2
Give students access to connecting cubes and base-ten blocks.
Activity
“Find the difference for
\(82 - 9\)
.”
“Show your thinking using drawings, numbers, or words.”
“Be prepared to share your thinking.”
As student work, consider asking:
“What did you do first? Why?”
“What did you take away first? Why?”
“How did you show 82 at first? Did you have to make any changes to take away 9? Explain.”
“What tool did you use? Why?”
Student Facing
Find the value of
\(82 - 9\)
.
Show your thinking. Use blocks if it helps.
Student Response
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Activity Synthesis
Ask selected students to share in the given order.
“Why did _____ need to change 82 to 7 tens and 12 ones to subtract ones from ones?” (There are too many ones to take away, so she traded a ten for 10 ones to show decomposing a ten.)


aligns: no