few_shots: 
Example:
Concept/skill: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

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


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 is 'aligned' with the given Common Core standard in Mathematics.

shot_info: fl_problem_001894_pos_0

HS_0
standard_description: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
problem_activity: Optional activity
The purpose of this activity is for students to find a fractional percent increase.
Look for students who calculate the percentage first and then add them together, and students who multiply by 1.08 and 1.008, respectively.
Launch
Students in groups of 2. 4 minutes of quiet work time followed by partner and then whole-class discussion.
Representation: Internalize Comprehension
. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
The population of City A was approximately 243,000 people, and it increased by 8% in one year. What was the new population?
The population of city B was approximately 7,150,000, and it increased by 0.8% in one year. What was the new population?
Student Response
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Anticipated Misconceptions
Students who want to multiply by
\(1 + \frac{p}{100}\)
may have trouble determining where to put the decimal. Have them think about the problem in steps. How can you find 8%? (Multiply by 0.08.) How can you find 0.8%? (Multiply by 0.008.)
Activity Synthesis
Have selected students show solutions, starting with a solution where the percentage is found first and then added to the initial amount, then the approach where one multiplies by 1.08 or 1.008, respectively. Make sure everyone understands both methods. Help students see the connections between these strategies.
Representing, Speaking: MLR7 Compare and Connect.
Use this routine after students present their solutions for calculating the new population of each city. Ask students, "what is the same and what is different about these approaches?" Call students' attention to the different ways students represented the percent increase in their strategies. These exchanges strengthen students' mathematical language use and reasoning based on percent increases with and without fractional amounts.
Design Principle(s): Maximize meta-awareness


aligns: no