few_shots: 
Example 1:
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.

Example 2:
Concept/skill: 
Solve quadratic equations in one variable.

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


Answer: 
Yes. This task shows one quadratic equation with one variable, x.

Example 3:
Concept/skill: 
Construct a tangent line from a point outside a given circle to the circle.

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 $P$.


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

shot_info: fl_problem_001894_neg_0

HS_0

im_task_000870_pos_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
problem_activity: Activity
The goal of this activity is for students to be reminded of the importance of measures of variability. Students compare data sets and decide which is the better option. Students must explain their reasoning for choosing one of the options and use statistics to justify their answers. This activity helps students gain more practice working with using variability to compare data sets.
Launch
Allow students to work individually or in pairs.
Student Facing
Choose the best option based on the given data. Use a measure of center and measure of variability to justify your answers.
Participants’ ages at camp A
[IMG]
Participants’ ages at camp B
mean: 11.93 years, mean absolute deviation: 1.65 years
Servers’ tip amounts at restaurant A
mean:
$
15, mean absolute deviation:
$
1.5
Servers’ tip amounts at restaurant B
[IMG]
​​​​​​Which camp would you prefer to work for? Explain your reasoning.
Which camp would you prefer to attend? Explain your reasoning.
At which restaurant would you want to be a server? Explain your reasoning.
Student Response
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Activity Synthesis
Discuss how students made their decisions. Here are sample questions to promote class discussion:
“How did the variability influence your choices?" (When there is greater variability, the values are more spread out, so that helped me think about whether I wanted consistent values or a wider range.)
"What are some situations in which less variability might be preferred?" (When you want the results to be consistent and reliable. Examples include the number of points scored by a good player, the miles a car can go on a single gallon of gas, or the price of milk.)
“How would the process of choosing the best situation be different if you were given a box plot?” (With a histogram or box plot, I wouldn’t have known exact numbers, so I would probably have to use a measure like IQR or the median to help make my decision.)


aligns: no