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: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
- 100 can be thought of as a bundle of ten tens — called a “hundred.”
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Count within 1000; skip-count by 5s, 10s, and 100s.

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
problem_activity: Narrative
The purpose of this Choral Count is for students to practice counting on by 5 and to notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson and future lessons when students show their thinking when finding total values of sets of coins.
Launch
“Count by 5, starting at 15.”
Record in a single row as students count.
Stop counting and recording at 85.
“Count by 5, starting at 40.”
Record in a single row directly below the first count as students count. Put 40 directly below 20, so that the fives and zeros in the ones place of each number are aligned.
Stop counting and recording at 100.
Activity
“What patterns do you see?”
1
–
2 minutes: quiet think time
Record responses.
Student Response
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Activity Synthesis
“Who can restate the pattern in different words?”
“Does anyone want to add an observation as to why that pattern is happening here?”


correct_option_index: 1