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: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
problem_activity: Problem 1
For Simon’s birthday, he and his family go out to eat at a restaurant.
a.   The amount of tax is $3.40, which is 5% of the food bill. How much was the food bill not including the tax?
b.   If Simon wants to leave a 20% tip on the amount of the food bill before tax, how much should he leave for a tip?
c.   What is Simon’s total bill including tax and tip? What percent of the food bill is this?
Problem 2
Emily has a coupon for 20 percent off of her purchase at the store. She finds a backpack that she likes on the discount rack. Its original price is $60, but everything on the rack comes with a 30 percent discount.
Emily says, “
Thirty percent and twenty percent make fifty percent, so it will cost $30.
”
Is Emily correct? Explain your reasoning. In your explanation, if you disagree with Emily, find the price she will pay for the backpack.
Problem 3
In order to make money, a store marks up its prices by 25% from the warehouse prices. Let
$$p$$
represent the price at which the store gets its merchandise from the warehouse, and let
$$s$$
represent the price the store sells the merchandise for after the markup.
a.   Write an equation to determine the selling price,
$$s$$
, based on the warehouse purchase price,
$$p$$
.
b.   Create a table showing possible pairs of solutions to the equation.
{"table": [{"_attributes": {"align": "Center", "class": ["table", "table-bordered"], "style": "width:50%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$p$$"}], "_values": ["Warehouse price (", ")"]}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$s$$"}], "_values": ["Selling price (", ")"]}]}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}]}]}]}
c.   Create and label a graph for your table.
d.   Interpret the points
$$(0, 0)$$
and
$$(1, r) $$
from the graph in context of the situation.


correct_option_index: 1