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: Solve systems of equations.

Use the four operations with whole numbers to solve problems.

Use properties of operations to generate equivalent expressions.

Perform arithmetic operations on polynomials.

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

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

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

Create equations that describe numbers or relationships

Rewrite rational expressions.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

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

Write and interpret numerical expressions.

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

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

Solve equations and inequalities in one variable.

Represent and analyze quantitative relationships between dependent and independent variables.

Interpret the structure of expressions.

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

Generate and analyze patterns.

Add and subtract within 20.

Gain familiarity with factors and multiples.

Multiply and divide within 100.

Analyze patterns and relationships.

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

Represent and solve problems involving addition and subtraction.

Represent and solve equations and inequalities graphically.

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

Reason about and solve one-variable equations and inequalities.

Work with addition and subtraction equations.

Use polynomial identities to solve problems.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding and subtracting 0 and 1. These understandings help students develop fluency with the count sequence and adding and subtracting within 5.
When students use their knowledge of the count sequence when they add or subtract 1, they look for and make use of structure (MP7).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression.
\(3 + 0\)
\(3 + 1\)
\(3 - 1\)
\(2 - 0\)
Student Response
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Activity Synthesis
Display
\(3 + 0\)
and
\(2 - 0\)
.
“What is the same about these expressions? What is different about them?” (One is addition and one is subtraction. They both have zero.)


correct_option_index: 30