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: 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.

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.)

Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
problem_activity: Activity
Positive and negative numbers are often used to represent
changes
in a quantity. An increase in the quantity is positive, and a decrease in the quantity is negative. In this activity, students see an example of this convention and are asked to make sense of it in the given context.
Launch
Arrange students in groups of 2. Give students 30 seconds of quiet work time followed by 1 minute of partner discussion for the first two problems. Briefly, ensure everyone agrees on the interpretation of positive and negative numbers in this context, and then invite students to finish the rest of the questions individually. Follow with whole-class discussion.
Representation: Develop Language and Symbols.
Use virtual or concrete manipulatives to connect symbols to concrete objects or values. For example, demonstrate “change” by adding or taking away phones in a whole-class discussion.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Speaking, Representing: MLR8 Discussion Supports.
To support small-group discussion, provide sentence frames such as: “The change between Monday and Tuesday is ___ because....”. Some students may see the change in the column labeled “change” while others may note that on Monday, there were 18 phones, and on Tuesday, there are only 16. This will help students use the table representation to reason about the inventory.
Design Principle(s): Support sense-making
Student Facing
A store tracks the number of cell phones it has in stock and how many phones it sells.
The table shows the inventory for one phone model at the beginning of each day last week. The inventory changes when they sell phones or get shipments of phones into the store.
|           | inventory | change |
|-----------|-----------|--------|
|  Monday   |           |        |
|  Tuesday  |           |        |
| Wednesday |           |        |
| Thursday  |           |        |
|  Friday   |           |        |
What do you think it means when the change is positive? Negative?
What do you think it means when the inventory is positive? Negative?
Based on the information in the table, what do you think the inventory will be at on Saturday morning? Explain your reasoning.
What is the difference between the greatest inventory and the least inventory?
Student Response
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Activity Synthesis
Tell students that we often use positive and negative to represent changes in a quantity. Typically, an increase in the quantity is positive, and a decrease in the quantity is negative.
Ask students what they answered for the second question and record their responses. Highlight one or two that describe the situation clearly.
Ask a few students to share their answer to the third question, and discuss any differences. Then discuss the answer to the last question.


correct_option_index: 1