few_shots: 
Example 1:
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.

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: 
Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

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: 
Yes. This task asks students to draw a ray that bisects an angle. The act of drawing circles and rays may involve compass and straightedge or dynamic geometric software.

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

im_task_000870_pos_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
problem_activity: Warm-up
The purpose of this warm-up is for students to choose the more likely event based on their intuition about the possible outcomes of two chance experiments. The activities in this lesson that follow define probability and give ways to compute numerical values for the probability of chance events such as these.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet work time followed by time to share their response with a partner. Follow with a whole-class discussion.
Student Facing
Which game would you choose to play? Explain your reasoning.
Game 1: You flip a coin and win if it lands showing heads.
Game 2: You roll a standard number cube and win if it lands showing a number that is divisible by 3.
Student Response
Teachers with a valid work email address can
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Anticipated Misconceptions
Some students may have trouble comparing
\(\frac{1}{2}\)
and
\(\frac{2}{6}\)
. Review how to compare fractions with these students.
Some students may struggle with the wording of the second game. Help them understand what it means for a number to be divisible by a certain number and consider providing them with a standard number cube to examine the possible values.
Activity Synthesis
Have partners share their answers and display the results for all to see. Select at least one student for each answer provided to give a reason for their choice.
If no student mentions it, explain that the number of possible outcomes that count as a win and the number of total possible outcomes are both important to determining the likelihood of an event. That is, although there are two ways to win with the standard number cube and only one way to win on the coin, the greater number of possible outcomes in the second game makes it less likely to provide a win.


aligns: yes