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:
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: Use the four operations with whole numbers to solve problems.

Solve equations and inequalities in one variable.

Solve systems of equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand the relationship between zeros and factors of polynomials.

Gain familiarity with factors and multiples.

Work with radicals and integer exponents.

Multiply and divide within 100.

Perform arithmetic operations on polynomials.

Analyze patterns and relationships.

Represent and analyze quantitative relationships between dependent and independent variables.

Rewrite rational expressions.

Add and subtract within 20.

Create equations that describe numbers or relationships

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Understand solving equations as a process of reasoning and explain the reasoning.

Write expressions in equivalent forms to solve problems.

Write and interpret numerical expressions.

Interpret the structure of expressions.

Work with equal groups of objects to gain foundations for multiplication.

Generate and analyze patterns.

Understand and apply properties of operations and the relationship between addition and subtraction.

Understand the connections between proportional relationships, lines, and linear equations.

Reason about and solve one-variable equations and inequalities.

Use polynomial identities to solve problems.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand properties of multiplication and the relationship between multiplication and division.

Represent and solve equations and inequalities graphically.

Represent and solve problems involving addition and subtraction.

Represent and solve problems involving multiplication and division.

Use properties of operations to generate equivalent expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Work with addition and subtraction equations.
problem_activity: Warm-up
In this activity, students have an opportunity to notice and make use of structure (MP7) in order to identify a point where the graphs of two given functions intersect. The work here leads directly into the next activity in which students use algebraic methods to identify all points of intersection between two polynomials.
Launch
Display one problem at a time. Give students quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the talk. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory; Organization
Student Facing
Mentally identify a point where the graphs of the two functions intersect, if one exists.
\(f(x)=x\)
and
\(g(x)=3\)
\(j(x)=(x+3)(x-3)\)
and
\(k(x)=0\)
\(m(x)=(x+3)(x-3)\)
and
\(n(x)=(x-3)\)
\(p(x)=(x+5)(x-5)\)
and
\(q(x)=(x+3)(x-3)\)
Student Response
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Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. To involve more students in the conversation, consider asking:
“Who can restate
\(\underline{\hspace{.5in}}\)
’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Does anyone want to add on to
\(\underline{\hspace{.5in}}\)
’s strategy?”
“Do you agree or disagree? Why?”
If not brought up during the discussion, remind students that these are called systems of equations. Ask, “What are some ways you have solved systems of equations in the past?” (Graphing, substitution, elimination.) Tell students that in the next activity, they are going to think about how to use substitution to solve systems of equations in which at least one of the equations is a quadratic.
Speaking: MLR8 Discussion Supports.
Display sentence frames to support students when they explain their strategy. For example, “First, I _____ because . . . .” or “I noticed _____ so I . . . .” Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 2