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: 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.

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.

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.

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

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

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.

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

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

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

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
The last activity in this lesson moves one more step closer to quantifying likelihood of scenarios by ordering them individually rather than into groups. Some of the scenarios have a numerical probability expressed as a percentage, some in decimal form, some as a fraction, and some do not have a numerical probability given (MP7). This gives students the opportunity to work with probabilities expressed as percentages, decimals, and fractions.
You will need the blackline master for this activity.
Launch
Arrange students in groups of 3. Distribute one copy of the blackline master for each group.
Tell students to take turns ordering the cards by beginning with one card, then adding in additional cards one at a time before, after, or between cards as needed.
Give students 5 minutes for group work followed by a whole-class discussion.
Student Facing
Your teacher will give you some cards that describe events. Order the events from least likely to most likely.
After ordering the first set of cards, pause here so your teacher can review your work. Then, your teacher will give you a second set of cards.
Add the new set of cards to the first set so that all of the cards are ordered from least likely to most likely.
Student Response
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Anticipated Misconceptions
Students may have trouble understanding the Rock, Paper, Scissors context. Tell these students that a player randomly chooses one of the three items to play in each round. If students still struggle, tell them that each of the three items are expected to be played with equal likelihood.
Activity Synthesis
The purpose of the discussion is for students to talk about the methods they used to sort the cards and compare likelihood of different situations.
Some questions for discussion:
"How were the numerical values of the likelihoods written?" (Some were written as percentages, some as fractions, and some as decimal values.)
"How did you compare them when there was a mix of percentages, fractions, and decimals?"
"Some of the cards did not have a percentage, fraction, or decimal. How did you determine where those cards would go in the order?"
Speaking, Listening: MLR7 Compare and Connect.
Ask students to prepare a visual display of their sorted cards. Students should consider how to display their cards so that another student can interpret the reasoning behind the order they selected. Some students may wish to add notes or details to their displays to help communicate their thinking. Invite students to investigate each other’s work, ask students to compare the order between displays. Listen for and amplify any comments about the use of percentages, fractions, and decimals to compare the likelihood of different situations. Then encourage students to make connections between the various ways to quantify the likelihood of a situation. Listen for and amplify language students use to explain that the percentage, fraction, and decimal used to quantify the likelihood of the same scenario are all equivalent. This will foster students’ meta-awareness and support constructive conversations as they compare and connect quantities that represent the likelihood of a situation.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


correct_option_index: 10