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


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
Thought: 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. Solving this problem does not require use of the Pythagorean identity.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001894

HS
options: Represent data with plots on the real number line (dot plots, histograms, and box plots).

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
problem_activity: Activity
In this activity, students use a large data set to compare the size of students with different dominant hands. Students must select a variable that best represents the size of the students and compare the two groups. By selecting the relevant variable to analyze, students are engaging in aspects of mathematical modeling (MP4). Additionally, students must choose the appropriate tools (MP5) to analyze a large data set such as this.
Launch
Arrange students in groups of 2. Distribute a copy of the blackline master to each group.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. Engage in a classroom discussion drawing attention to the relationship between height, foot length, and arm span of right- and left-handed students in the class. This will help students make connections between the large data set and specific students in the class.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Is there a connection between a student's dominant hand and their size? Use the table of information to compare the size of students with different dominant hands.
Student Response
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Activity Synthesis
Select students to share their analysis of the data.


correct_option_index: 0

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