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: Build new functions from existing functions.

Analyze functions using different representations.

Prove and apply trigonometric identities.

Build a function that models a relationship between two quantities.

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

Use functions to model relationships between quantities.

Construct and compare linear and exponential models and solve problems.

Define, evaluate, and compare functions.

Model periodic phenomena with trigonometric functions.

Understand the concept of a function and use function notation.

Extend the domain of trigonometric functions using the unit circle.

Interpret functions that arise in applications in terms of the context.
problem_activity: Warm-up
The purpose of this warm-up is for students to use repeated reasoning to write an algebraic expression to represent a rule of a function (MP8). The whole-class discussion should focus on the algebraic expression in the final row, however the numbers in the table give students an opportunity to also practice calculating the square of numbers written in fraction and decimal form.
Launch
Arrange students in groups of 2. Give students 1–2 minutes of quiet work time and then time to share their algebraic expression with their partner. Follow with a whole-class discussion.
Student Facing
Fill in the table of input-output pairs for the given rule. Write an algebraic expression for the rule in the box in the diagram.
[IMG]
|     input     | output |
|---------------|--------|
|       8       |        |
|      2.2      |        |
| \(12\frac14\) |        |
|     \(s\)     |        |
Student Response
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Activity Synthesis
Select students to share how they found each of the outputs. After each response, ask the class if they agree or disagree. Record and display responses for all to see. If both responses are not mentioned by students for the last row, tell students that we can either put
\(s^2\)
or
\(A\)
there. Tell students we can write the equation
\(A = s^2\)
to represent the rule of this function.
End the discussion by telling students that while we’ve used the terms input and output so far to talk about specific values, when a letter is used to represent any possible input we call it the
independent variable
and the letter used to represent all the possible outputs is the
dependent variable.
Students may recall these terms from earlier grades. In this case,
\(s\)
is the independent variable and
\(A\)
the dependent variable, and we say “
\(A\)
depends on
\(s\)
.”


correct_option_index: 7