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

Represent and analyze quantitative relationships between dependent and independent variables.

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

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

Analyze patterns and relationships.

Use polynomial identities to solve problems.

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

Solve equations and inequalities in one variable.

Multiply and divide within 100.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Work with radicals and integer exponents.

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

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

Represent and solve problems involving multiplication and division.

Understand the relationship between zeros and factors of polynomials.

Create equations that describe numbers or relationships

Rewrite rational expressions.

Represent and solve equations and inequalities graphically.

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

Write and interpret numerical expressions.

Perform arithmetic operations on polynomials.

Add and subtract within 20.

Write expressions in equivalent forms to solve problems.

Interpret the structure of expressions.

Represent and solve problems involving addition and subtraction.

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

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

Generate and analyze patterns.

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

Gain familiarity with factors and multiples.

Use properties of operations to generate equivalent expressions.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for subtracting. The expressions are explicitly chosen to encourage students to use their understanding of the 10 + n structure of teen numbers to subtract (MP7). This method will be discussed in more depth is this lesson's activities.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(17 - 7\)
\(17 - 7 - 1\)
\(17 - 8\)
\(17 - 9\)
Student Response
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Activity Synthesis
“Did anyone approach the problem in a different way?”


correct_option_index: 24