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: Geometric measurement: understand concepts of angle and measure angles.

Represent and interpret data.

Measure lengths indirectly and by iterating length units.

Classify objects and count the number of objects in each category.

Describe and compare measurable attributes.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Relate addition and subtraction to length.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Measure and estimate lengths in standard units.

Tell and write time.

Work with time and money.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Convert like measurement units within a given measurement system.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
problem_activity: Narrative
This Info Gap activity gives students an opportunity solve problems about data represented on line plots. In both sets of cards, there is a partially complete line plot and some missing data.
For the first set of cards, the problem card has the missing data and the data card has a partially complete line plot. Monitor for students who:
request all the information on the data card and create a complete line plot which they may use to answer the question
only request the information they need to answer the question about the heaviest apricot and the most common weight
For the second set of cards, the problem card has the partially complete line plot and the data card has information to determine the missing data. Here students will likely need to communicate with each other as the information about the most common weight is vital to solve the problem, but the student with the problem card may not think to ask about this.
The Info Gap allows students to refine the language they use and ask increasingly more precise questions until they get the information they need (MP6).
Representation: Access for Perception.
Provide appropriate reading accommodations and supports to ensure student access to written directions, word problems, and other text-based content.
Supports accessibility for: Conceptual Processing, Memory
Required Materials
Materials to Copy
Info Gap: Picking Fruit
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
MLR4 Information Gap
Recall, if necessary, the steps of the info gap routine.
“I will give you either a problem card or a data card. Silently read your card. Do not read or show your card to your partner.”
Distribute the first set of cards.
Remind students that after the person with the problem card asks for a piece of information, the person with the data card should respond with: “Why do you need to know (restate the information requested)?”
Activity
8–10 minutes: partner work time
After students solve the first problem, distribute the next set of cards. Students switch roles and repeat the process with Problem Card 2 and Data Card 2.
Student Facing
Your teacher will give you either a problem card or a data card. Do not show or read your card to your partner.
Pause here so your teacher can review your work.
Ask your teacher for a new set of cards and repeat the activity, trading roles with your partner.
Student Response
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Activity Synthesis
“What kinds of questions were the most useful to ask?”
(Card 1: I asked for the heaviest apricot and then realized it was one of the ones on my card. Then I asked for the most common weight and could solve the problem.
Card 2: I needed to find out what the rest of the apricot weights were. I tried asking for that but my partner did not have that information. My partner told me she had some information about the heaviest apricot and the most common weight and once I found that out I was able to solve the problem.)
Invite students to share their strategy for solving one of the problems.
Consider asking “Did anyone solve the problem in a different way?”


correct_option_index: 1