few_shots: Example 1:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response, in json format:
{
  "explanation": "An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.",
  "answer": "B"
}

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Standard options: 
A. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
B. Solve quadratic equations in one variable.


Your response, in json format:
{
  "explanation": "This task shows one quadratic equation with one variable, x.",
  "answer": "B"
}

Example 3:
Problem/activity:
Task
Suppose $A$ is an angle with vertex $P$, as pictured below:
[IMG]
Draw a circle with center $P$ and with  radius $r \gt 0$.  Explain why the circle
meets each ray of angle $A$ in a single point.  Label these points $Q$ and $R$ respectively.
Draw circles with centers $Q$ and $R$ respectively and radius $r$.  These circles meet at $P$ and a second point to be labelled $B$.
Show that ray $\overrightarrow{PB}$  bisects angle $P$.


Standard options: 
A. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
B. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.


Your response, in json format:
{
  "explanation": "This task asks students to draw a ray that bisects an angle. The act of drawing circles and rays may involve compass and straightedge or dynamic geometric software.",
  "answer": "A"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001894

HS_0

im_task_000870

HS_1

im_task_001160

HS_2
options: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

Recognize and represent proportional relationships between quantities.

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
problem_activity: Problem 1
Quiana measures the width of her doorway entrance using a measuring tape. She measures the width as 33 inches. She later finds a better tape measure that measures to the nearest half of an inch. After re-measuring, she determines that the actual measure of the doorway is 32 ½ inches.
a.   What is the amount of error from using the first measuring tape?
b.   What is the error as a percentage of the actual width?
Problem 2
Paul and Kimberly both estimate the weight of their dogs before bringing them to the vet. The table below shows each of their estimates along with the actual weights of the dogs from the vet’s office.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "width:60%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Estimate (lbs.)"}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Actual (lbs.)"}]}]}, {"td": [{"_value": "Paul's dog"}, {"_attributes": {"style": "text-align:center"}, "_value": "10"}, {"_attributes": {"style": "text-align:center"}, "_value": "11.5"}]}, {"td": [{"_value": "Kimberly's dog"}, {"_attributes": {"style": "text-align:center"}, "_value": "84"}, {"_attributes": {"style": "text-align:center"}, "_value": "82.5"}]}]}]}]}
Paul notices that both his and Kimberly’s estimates were only 1.5 pounds off from the actual weights. Paul says that means his estimate was as good as Kimberly’s estimate.
Do you agree with Paul? Find the percent error for each person’s guess of their dog’s weight, and use it in your answer.
Problem 3
In science class, Justine measured a rock sample and found it to be 15 grams. Her teacher told her that the scale is off and the actual weight is 0.3 grams more than her measurement.
What is the percent error? Give your answer to the nearest percent.


correct_option_index: 2