few_shots: Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
[IMG]
Counters, 10 per pair of students
Decks of number cards 0-5 (with 4 of each number) or two 0-5 dice
Setup
This activity is done in pairs. The students sit side by side with 10-frame and deck of cards or dice. If they have cards, the cards are shuffled and placed face down in front of them.
Action
Player 1 flips a card or rolls the die. They place that many counters on the 10-frame. Player 2 flips a card or rolls the die. They place that many more counters on the 10-frame next to the counters already on the ten frame. The students count the total together.
A recording sheet can be added when the students have been introduced to equations and number sentences. For those students who can handle higher numbers, a deck of 0-10 cards and two 10-frames can be used.
This game can also be played alone.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response, in json format:
{
  "explanation": "This task involves representing addition with objects such as number cards and dice.",
  "answer": "A"
}

Example 2:
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
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response, in json format:
{
  "explanation": "This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).",
  "answer": "B"
}

Example 3:
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"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
problem_activity: Task
A function machine takes an input, and based on some rule produces an output.
[IMG]
The tables below show some input-output pairs for different functions. For each table, describe a function rule in words that would produce the given outputs from the corresponding inputs. Then fill in the rest of the table values as inputs and outputs which are consistent with that rule.
Input values can be any English word. Output values are letters from the English alphabet.
$\ \ \ \ \ $
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "cat"}, {"_value": "house"}, {"_value": "you"}, {"_value": "stem"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {"_value": "$\\ \\ \\ \\ \\ $"}]}, {"th": [{"_value": "output"}], "td": [{"_value": "t"}, {"_value": "e"}, {"_value": "u"}, {}, {"_value": "z"}, {}, {}]}]}]}]}
Input values can be any rational number. Output values can be any rational number.
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "$2$"}, {"_value": "$5$"}, {"_value": "$-1.53$"}, {"_value": "$0$"}, {"_value": "$-4 $"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {"_value": "$\\ \\ \\ \\ \\ $"}]}, {"th": [{"_value": "output"}], "td": [{"_value": "$7$"}, {"_value": "$10$"}, {"_value": "$3.47$"}, {"_value": "$5$"}, {}, {"_value": "$8$"}, {}]}]}]}]}
Input values can be any whole number. Output values can be any whole number.
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "$1$"}, {"_value": "$2$"}, {"_value": "$3$"}, {"_value": "$4$"}, {"_value": "$5$"}, {"_value": "$6$"}, {"_value": "$7$"}]}, {"th": [{"_value": "output"}], "td": [{"_value": "$2$"}, {"_value": "$1$"}, {"_value": "$4$"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {}, {}, {}]}]}]}]}
Input values can be any whole number between 1 and 365. Output values can be any month of the year.
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "25"}, {"_value": "365"}, {"_value": "35"}, {"_value": "95"}, {"_value": "330"}, {"_value": "66"}, {}]}, {"th": [{"_value": "output"}], "td": [{"_value": "January"}, {"_value": "December"}, {"_value": "February"}, {"_value": "April"}, {"_value": "November"}, {"_value": "$\\ \\ \\ \\ \\ \\ \\ \\ $"}, {"_value": "October"}]}]}]}]}
For at least one of the tables, describe a second rule which fits the given pairs but ultimately produces different pairs than the first rule for the rest of the table.


correct_option_index: 2