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: Work with numbers 11–19 to gain foundations for place value.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Understand place value.

Use place value understanding and properties of operations to add and subtract.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Extend the counting sequence.

Understand the place value system.
problem_activity: Narrative
The purpose of this activity is for students to practice rounding to the nearest ten and hundred in context. Students work with numbers from a previous lesson to estimate the total number of students in a school. They learn that how you round (to the nearest ten or hundred) can give different estimates for the same situation.
Launch
Groups of 2
“Let’s revisit the number of students in different areas in a school. We’re going to use rounding to help Andre and Lin make an estimate of the number of people in the whole school. Andre plans to round the numbers to the nearest hundred. Lin plans to round them to the nearest ten.”
“Make a prediction: Whose estimate is going to be greater? Be prepared to explain your reasoning.”
30 seconds: quiet think time
Share responses.
Activity
“Work with your partner to complete the table and the last problem.”
7–10 minutes: partner work time
Student Facing
The table shows the numbers of people in different parts of a school at noon during a school day.
Andre and Lin are trying to estimate the number of people in the whole school. Andre plans to round the numbers to the nearest hundred. Lin plans to round them to the nearest ten.
Make a prediction: Whose estimate is going to be greater? Explain your reasoning.
Work with a partner to find Andre and Lin’s estimates. Record them in the table. Then find the totals.
|  location  | number | Andre's estimate                       (nearest hundred) | Lin's estimate                       (nearest ten) |
|------------|--------|----------------------------------------------------------|----------------------------------------------------|
| playground |   94   |                                                          |                                                    |
| cafeteria  |  163   |                                                          |                                                    |
|  art room  |   36   |                                                          |                                                    |
|  library   |   13   |                                                          |                                                    |
| classrooms |  216   |                                                          |                                                    |
| gymnasium  |  109   |                                                          |                                                    |
| music room |   52   |                                                          |                                                    |
|   total    |        |                                                          |                                                    |
Make two observations about the completed table. Was your prediction correct?
Student Response
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Activity Synthesis
Invite students to share their observations about the completed table, including whether it matched their predictions.
“When we are estimating a total, rounding to the nearest ten or the nearest hundred can give us different results. If you were rounding to estimate a total, would you round to the nearest ten or nearest hundred?” (The nearest ten because you get an estimate that’s closer to the total. The nearest hundred because multiples of 100 are easier to work with.)
“Keep these ideas in mind as you use rounding to estimate in future lessons.”


correct_option_index: 6