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


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
H. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response:
Thought: This problem pertains to functions because it asks students to find the general solution to a trigonometric function.
Answer: B

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001894

HS
options: Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
problem_activity: Activity
This activity gives students the opportunity to see that an estimate of the probability for an event should be close to what is expected from the exact probability in the long-run; however, the outcome for a chance event is not guaranteed and estimates of the probability for an event using short-term results will not usually match the actual probability exactly (MP6).
Launch
Tell students that the probability of a coin landing heads up after a flip is
\(\frac{1}{2}\)
.
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Student Facing
For each situation, do you think the result is surprising or not? Is it possible? Be prepared to explain your reasoning.
You flip the coin once, and it lands heads up.
You flip the coin twice, and it lands heads up both times.
You flip the coin 100 times, and it lands heads up all 100 times.
If you flip the coin 100 times, how many times would you expect the coin to land heads up? Explain your reasoning.
If you flip the coin 100 times, what are some other results that would not be surprising?
You’ve flipped the coin 3 times, and it has come up heads once. The cumulative fraction of heads is currently
\(\frac{1}{3}\)
. If you flip the coin one more time, will it land heads up to make the cumulative fraction
\(\frac{2}{4}\)
?
Student Response
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Activity Synthesis
The purpose of the discussion is for students to recognize that the actual results from repeating an experiment should be close to the expected probability, but may not match exactly.
For the first problem, ask students to indicate whether or not they think each result seems surprising. For the second and third questions, select several students to provide answers and display for all to see, then create a range of values that might not be surprising based on student responses. Ask the class if they agree with this range or to provide a reason the range is too large. It is not important for the class to get exact values, but a general agreement should arise that
some
range of values makes sense so that there does not need to be exactly 50 heads from the 100 flips.
An interesting problem in statistics is trying to define when things get "surprising." Flipping a fair coin 100 times and getting 55 heads should not be surprising, but getting either 5 or 95 heads probably is. (Although there is not a definite answer for this, a deeper study of statistics using additional concepts in high school or college can provide more information to help choose a good range of values.)
Explain that a probability represents the expected likelihood of an event occurring for a single trial of an experiment. Regardless of what has come before, each coin flip should still be equally likely to lands heads up as tails up.
As another example: A basketball player who tends to make 75% of his free throw shots will probably make about
\(\frac{3}{4}\)
of the free throws he attempts, but there is no guarantee he will make any individual shot even if he has missed a few in a row.
Conversing, Reading: MLR2 Collect and Display.
As students share whether each result is surprising or not, write down the words and phrases students use to explain their reasoning. Listen for students who state that the actual results from repeating an experiment should be close to the expected probability. As students review the language collected in the visual display, encourage students to revise and improve how ideas are communicated. For example, a phrase such as: “If you flip a coin 100 times, it is impossible for the coin to land heads up all 100 times” can be improved with the phrase “If you flip a coin 100 times, it is very unlikely for the coin to land heads up all 100 times, but it is possible.” This routine will provide feedback to students in a way that supports sense-making while simultaneously increasing meta-awareness of language.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 2

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