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: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
In this activity, students continue to use the relationship between multiplication and division to reason about situations that involve division. Students divide three-digit numbers by single-digit divisors and find results with and without a remainder.
Launch
Groups of 2
Activity
5 minutes: independent work time on the first question
2 minutes: partner discussion
2
–
3 minutes: partner work time on the second question
Monitor for students who clearly show how they use partial products or partial quotients to answer the questions.
Student Facing
Jada is writing multiples of a mystery number. After writing a bunch of numbers, she writes out 126.
Mai says 6 is the mystery number.
Priya says 8 is the mystery number.
Andre says 9 could be the mystery number.
Which student do you agree with? Show your reasoning and include equations.
Jada gives one more clue: “If I keep writing multiples, I’ll get to 153.”
What is the mystery number? Explain or show your reasoning.
Student Response
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Activity Synthesis
“How could we use division to help us find out the mystery number?” (If the result has a remainder, then the divisor could not be the mystery number. 153 divided by 6 has 3 as a remainder. 153 divided by 9 has no remainder, so 9 is the mystery number.)


correct_option_index: 1