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, in json format:
{
  "explanation": "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: Solve systems of equations.

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

Solve equations and inequalities in one variable.

Write and interpret numerical expressions.

Rewrite rational expressions.

Gain familiarity with factors and multiples.

Represent and solve problems involving multiplication and division.

Perform arithmetic operations on polynomials.

Create equations that describe numbers or relationships

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Represent and solve equations and inequalities graphically.

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

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

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

Multiply and divide within 100.

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

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

Represent and solve problems involving addition and subtraction.

Analyze patterns and relationships.

Work with radicals and integer exponents.

Use polynomial identities to solve problems.

Generate and analyze patterns.

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Understand the relationship between zeros and factors of polynomials.

Interpret the structure of expressions.

Use properties of operations to generate equivalent expressions.

Work with addition and subtraction equations.

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

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

Use the four operations with whole numbers to solve problems.
problem_activity: Problem 1
Act 1: Watch the following video –
The Big Pad (Act: 1)
a.   What do you notice? What do you wonder?
b.   What is the area, in square centimeters, of the big pad? Make an estimate.
Problem 2
Act 2: Use the following information to solve -
The small pad is a square with a length of
$$7\frac{3}{5}$$
cm.
The big pad is also a square and has a length equal to
$$3\frac{2}{3}$$
small pads.
Problem 3
Act 3: Reveal the answer -
The area of the big pad is
$$776\frac{124}{225}$$
square centimeters. Was your answer reasonable? Why or why not?
Problem 4
Act 4 (the sequel): Look at the following image of the dimensions mentioned on the big pad -
[IMG]
Do these dimensions result in the same area as what we computed in Anchor Task #3? Why or why not?


correct_option_index: 3