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

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

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

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

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

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.

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.

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

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.

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.
problem_activity: Narrative
The purpose of this activity is for students to compare a Put Together, Total Unknown story problem and a Put Together/Take Apart, Both Addends Unknown story problem with a similar context. This is the first time that students have worked with a Put Together/Take Apart, Both Addends Unknown story problem.
Representation: Access for Perception.
Synthesis: Create a visual display to represent each story. For Mai, draw 7 circles and ask, “how many should I color in yellow?” and “how many should I color in red?” (5 yellow and 2 red). For Lin, draw 8 unshaded circles, and ask, “do we know which colors to use for Lin’s apples?” (no, we do not know how many of each color she picked).
Supports accessibility for: Visual-Spatial Processing, Organization
Launch
Groups of 2
Read both stories.
“What do you notice? What do you wonder?” (There are 2 stories. They are both about picking apples. There are red apples and yellow apples in both. I wonder how many red apples Lin picked.)
Activity
Read the first story problem.
“What do you know about Mai’s apples in this story? What do you not know?” (We know that she picked red and yellow apples. We know that she picked 5 yellow apples and 2 red apples. We do not know how many apples she picked altogether.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Read the second story problem.
“What do you know about Lin’s apples in this story? What do you not know?” (We know that she picked 8 apples. We know that some of them were red and some of them were yellow. We don’t know how many red ones or how many yellow ones she picked.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Student Facing
Mai was picking apples at the orchard.
Mai picked 5 yellow apples and 2 red apples.
Lin picked 8 apples at the orchard.
Some of the apples were yellow.
The rest of the apples were red.
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Activity Synthesis
“What is the same about these stories?” (They are both about picking apples. They both have red and yellow apples.)
“What is different about the stories?” (The first story is about Mai and the next story is about Lin. In the first story we knew how many yellow apples and how many red apples. In the second story we know that there are 8 apples altogether.)
“In the next activity, we will work on showing what happened in the second story.”


correct_option_index: 10