few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response, in json format:
{
  "explanation": "This problem involves understanding fractions, multiplication, and division.",
  "answer": "A"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Prove and apply trigonometric identities.

Extend the domain of trigonometric functions using the unit circle.

Interpret expressions for functions in terms of the situation they model.

Model periodic phenomena with trigonometric functions.

Understand the concept of a function and use function notation.

Interpret functions that arise in applications in terms of the context.

Build new functions from existing functions.

Use functions to model relationships between quantities.

Build a function that models a relationship between two quantities.

Analyze functions using different representations.

Construct and compare linear and exponential models and solve problems.

Define, evaluate, and compare functions.
problem_activity: Task
The table below shows some input-output pairs of two functions $f$ and $g$ that agree for the values that are given but some of their output values are missing.
{"table": [{"tbody": [{"tr": [{"th": [{"_value": "$t$"}], "td": [{"_value": "0"}, {"_value": "15"}, {"_value": "30"}, {"_value": "45"}, {"_value": "60"}, {"_value": "75"}, {"_value": "90"}, {"_value": "105"}, {"_value": "120"}]}, {"th": [{"_value": "$f(t)$"}], "td": [{"_value": "0"}, {"_value": "0.5"}, {}, {"_value": "1.3"}, {"_value": "2"}, {"_value": "2.7"}, {}, {"_value": "4"}, {}]}, {"th": [{"_value": "$g(t)$"}], "td": [{"_value": "0"}, {"_value": "0.5"}, {}, {"_value": "1.3"}, {"_value": "2"}, {"_value": "2.7"}, {}, {"_value": "4"}, {}]}]}]}]}
Complete the table in a way so that $f$ could be invertible and so that $g$ is definitely not invertible.
Graph both functions and explain from the graph why $f$ is invertible and $g$ is not.
Come up with two real life situations that $f$ and $g$ could be representing.
Find and interpret the value $f^{-1}(4)$ in terms of these contexts.


correct_option_index: 6