few_shots: 
Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


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.

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


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).

Answer: 
No. This task does not involve an equation in two variables. There is only one variable, x.

Example 3:
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 $P$.


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.

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_neg_0

HS_0

im_task_000870_neg_0

HS_1

im_task_001160_pos_0

HS_2
standard_description: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
problem_activity: Warm-up
Polygons are special shapes because once we know the vertices, listed in order, we can join them by line segments to produce the polygon. This is important when performing rigid transformations. Because rigid transformations take line segments to line segments, once we track where the vertices of a polygon go, we can join them in the correct order with segments to find the image of the polygon.
In this warm-up, students begin to explore this structure, finding corresponding points in congruent polygons which are
not
vertices.
Launch
Give 3 minutes quiet think time followed by 2 minutes for a whole-class discussion.
Student Facing
Trapezoids
\(ABCD\)
and
\(A’B’C’D’\)
are congruent.
Draw and label the points on
\(A’B’C’D’\)
that correspond to
\(E\)
and
\(F\)
.
Draw and label the points on
\(ABCD\)
that correspond to
\(G’\)
and
\(H’\)
.
Draw and label at least three more pairs of corresponding points.
[IMG]
Student Response
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Anticipated Misconceptions
Students may struggle to find corresponding points that are not vertices. Suggest that they use tracing paper or the structure of the grid to help identify these corresponding points.
Activity Synthesis
Remind students that when two figures are congruent, every point on one figure has a corresponding point on the other figure.
Ask students what methods they used to find their corresponding points. Possible answers include:
Using the grid and the corresponding vertices to keep track of distances and place the corresponding point in the right place
Using tracing paper and rigid motions taking one polygon to the other


aligns: no