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


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

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 a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
In this activity, students create a line plot using the measurement data that they generated earlier and display their group’s line plot for all to see.
Encourage students to plan their line plot using the blank line in the activity statement before creating a poster version for display in a gallery walk. A template for a larger line plot is provided in the blackline master. Students can join the number lines on two copies of the blackline master to create a longer number line.
[IMG]
As students visit others’ data displays, they consider how the line plots are alike and how they are different, as well as why different scales might have been chosen for different objects measured.
Representation: Access for Perception.
Synthesis: Use gestures during the explanation of the line plot to emphasize important aspects of the line plot.
Supports accessibility for: Conceptual Processing, Attention
Required Materials
Materials to Gather
Glue or tape
Scissors
Tools for creating a visual display
Materials to Copy
Let's Make a Line Plot
Launch
Groups of 4
“Look at the data your group collected. What do you need to know to make a line plot that represents the data?” (The longest and shortest measurements. Whether the lengths are whole numbers or include halves and fourths of an inch.)
1 minute: group discussion
Share responses.
Give each group 2 copies of the blackline master, scissors, glue or tape, and tools for creating a visual display.
Activity
“Work with your group to create a line plot that represents your data. You will share your line plot with the class later.”
“You can use the blank number line on your page to plan your line plot before creating a final one to display.”
Consider asking:
“How do you plan to make the scale for the line plot so that it can show all your measurements?”
“What information or labels could be included to help others understand your line plot?”
Demonstrate how to join and tape (or glue) the 2 copies of the blackline master to make a large line plot.
“After you complete your final line plot, tape (or glue) your line plot on a poster.”
12–15 minutes: group work time
Student Facing
Create a line plot to represent the measurement data you collected. You will display and share your line plot with your class later.
You can use the blank number line here for your draft. Think about:
how to label the tick marks so that all the measurements are included
details to help others understand the data you collected
[IMG]
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
Ask students to display their posters.
MLR7 Compare and Connect
“As you visit the posters with your group, think about how the line plots are alike and how they are different. Be prepared to share your observations.”
5 minute: gallery walk
See lesson synthesis.


aligns: no