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


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Your response:
Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Work with radicals and integer exponents.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Use properties of operations to generate equivalent expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Perform arithmetic operations on polynomials.

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve equations and inequalities in one variable.

Work with equal groups of objects to gain foundations for multiplication.

Understand the connections between proportional relationships, lines, and linear equations.

Create equations that describe numbers or relationships

Understand the relationship between zeros and factors of polynomials.

Generate and analyze patterns.

Analyze patterns and relationships.

Understand and apply properties of operations and the relationship between addition and subtraction.

Rewrite rational expressions.

Write expressions in equivalent forms to solve problems.

Use the four operations with whole numbers to solve problems.

Multiply and divide within 100.

Solve systems of equations.

Gain familiarity with factors and multiples.

Use polynomial identities to solve problems.

Write and interpret numerical expressions.

Understand properties of multiplication and the relationship between multiplication and division.

Represent and solve problems involving addition and subtraction.

Understand solving equations as a process of reasoning and explain the reasoning.

Work with addition and subtraction equations.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Add and subtract within 20.

Represent and solve problems involving multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Represent and solve equations and inequalities graphically.
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare features of expressions and equations. When students compare the drawing, expression, and equations, they must use language precisely to describe how each is the same or different (MP6). Listen to the language students use to describe the different characteristics of each expression and equation and connect students' language to the new terms, factor and product, that are introduced in the synthesis.
Launch
Groups of 2
Display the image, expression, and equations.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn't belong?
A
[IMG]
B
\(3\times5\)
C
\(2\times5 =10\)
D
\(7 + 8 = 15\)
Student Response
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Activity Synthesis
“How is C different from the other ways we’ve represented equal groups before?” (It has an equal sign. It’s an equation.)
“C is a multiplication
equation
because it contains a multiplication symbol and the equal sign.”
“There are words that help us talk about different parts of the multiplication equation. The
factors
are the numbers being multiplied. The
product
is the result of multiplying some numbers. In the equation in C, the numbers 2 and 5 are the factors. The product is 10. Keep these words in mind today as we work with other multiplication equations.”


correct_option_index: 30