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: Know number names and the count sequence.

Count to tell the number of objects.

Compare numbers.
problem_activity: Narrative
The purpose of this warm-up is for students to extend the verbal count sequence to 30. Students also see the numbers written as they say each number to help connect the number names to the written numbers. In the synthesis, students determine the next number in a count, which prepares them to count on from a given number. This deepens their understanding of the structure of the counting sequence (MP7).
Launch
Groups of 2
“Let’s count to 30.”
Activity
Count to 30 together.
Record as students count.
Count to thirty 1–2 times. Point to the numbers as students count.
Student Response
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Activity Synthesis
“I’m going to count. When I stop counting, whisper to your partner what number comes next when we count.”
Count to 5.
“What number comes next when we count?”
Count to 11.
“What number comes next when we count?”


correct_option_index: 0