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: 
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).

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


Answer: 
No. This task does not involve an equation in two variables. There is only 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_pos_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_neg_0

HS_2
standard_description: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
problem_activity: Narrative
The purpose of this activity is for students to practice describing geometric attributes of a quadrilateral with increasing precision by playing a game. Students should be encouraged to ask questions like, “Are all the sides the same length?” rather than, “Is it a square?” to keep the focus on attributes of the quadrilateral rather than the name. As students decide which questions to ask they think about important attributes such as side lengths and angles and have an opportunity to use language precisely (MP6, MP7).
Students will use the quadrilaterals from the previous lesson to hide in the “mystery quadrilateral” folder, but will have a copy of all the shapes in their workbook to support them in asking questions to narrow down the shape. Students can also cover shapes in their workbook with counters as they rule out shapes.
MLR8 Discussion Supports.
Synthesis: Think aloud and use gestures to emphasize the attributes that students use to describe the shapes. For example, trace your finger along the angles and sides of the shape as students describe them.
Advances: Listening, Representing
Engagement: Develop Effort and Persistence.
Check in and provide each group with feedback that encourages collaboration and community.
Supports accessibility for: Social-Emotional Functioning
Required Materials
Materials to Gather
Counters
Folders
Materials from a previous lesson
Required Preparation
Each group of 2 needs a set of quadrilateral cards from the previous lesson.
Each group of 2 will need a folder to hide the card during this activity.
Launch
Groups of 2
“Now you’re going to play Mystery Quadrilateral with your partner. Re-read the directions for the game, then think about some words that may be helpful as you play.” (side, angle, right angle, equal, skinny, tall, slanted)
1 minute: quiet think time
Share and record responses.
Give each group a folder containing a set of the quadrilateral cards from the previous lesson.
“How could you use the images of all the quadrilaterals on your paper as you play?” (They can help me think about questions I could ask. I could mark off quadrilaterals as I figure out that they're not the mystery quadrilateral.)
Give students access to counters and let them know they can be used to cover shapes they want to cross out during the game.
Activity
“Play Mystery Quadrilateral with your partner. Be sure to take turns hiding the shape and guessing the shape.”
10–15 minutes: partner work time
Student Facing
Partner A: Choose a shape from the group of quadrilaterals. Place it in the mystery quadrilateral folder without your partner seeing it.
Partner B: Ask up to 5 “yes” or “no” questions to identify the quadrilateral. Then guess which quadrilateral is the mystery quadrilateral.
Partner A: Show your partner the mystery quadrilateral.
Switch roles and play again.
Student Response
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Activity Synthesis
“What shapes were the easiest to figure out and why?” (W was easy because it was so different with one angle pointing in. X was easy because it was the only square resting on a side.)
“What shapes were the most challenging to ask questions about and why?” (FF was challenging because none of the sides were the same length, and it was hard to get more information with “yes” or “no” questions. M and BB were hard to tell apart because they were so similar and it was hard to figure out what questions to ask.)


aligns: no