few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
H. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response:
B

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001894

HS
options: Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
problem_activity: Activity
This activity provides the first example in this unit of a relationship that is not proportional. The second question focuses students’ attention on the unit rates. If the relationship were proportional then regardless of the number of people in a vehicle, the cost per person would be the same. The question about the bus is to show students that they can’t just scale up from 10. Students who write an equation also see that it is not of the form
\(y = kx\)
. In a later lesson students will learn that only equations of this form represent proportional relationships.
Monitor for students who approached this problem using different representations.
Launch
Keep students in the same groups of 2. Give 5 minutes of quiet work time, followed by 5 minutes of students discussing responses with a partner, followed by a whole-class discussion.
Action and Expression: Internalize Executive Functions.
To support development of organizational skills, check in with students within the first 2–3 minutes of work time. Check to make sure students have accounted for the cost of the vehicle in their calculations of the total entrance cost for 4 people and 10 people.
Supports accessibility for: Memory; Organization
Student Facing
Entrance to a state park costs
$
6 per vehicle, plus
$
2 per person in the vehicle.
How much would it cost for a car with 2 people to enter the park? 4 people? 10 people? Record your answers in the table.
| number of                       people in vehicle | total entrance cost                       in dollars |
|---------------------------------------------------|------------------------------------------------------|
|                         2                         |                                                      |
|                         4                         |                                                      |
|                        10                         |                                                      |
For each row in the table, if each person in the vehicle splits the entrance cost equally, how much will each person pay?
How might you determine the entrance cost for a bus with 50 people?
Is the relationship between the number of people and the total entrance cost a proportional relationship? Explain how you know.
Student Response
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Student Facing
Are you ready for more?
What equation could you use to find the total entrance cost for a vehicle with any number of people?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may not account for the cost of the vehicle. They will get the following table with incorrect values and will need to be prompted to include the cost of the vehicle.
| number of                   people in vehicle | total entrance cost                   in dollars |
|-----------------------------------------------|--------------------------------------------------|
|                       2                       |                       \$10                       |
|                       4                       |                       \$20                       |
|                      10                       |                       \$50                       |
Teachers will want to circulate around the room keeping an eye out for this mistake and address it as soon as possible so that students spend most of their work time analyzing the non-proportional relationship. These diagrams may be helpful in illustrating to them that their resulting prices are including more than one vehicle. This gives them an opportunity to make sense of problems and persevere in solving them (MP1).
[IMG]
Activity Synthesis
Select students to explain why they think the relationship is or is not proportional. Reasons they may give:
The cost per person is different for different number of people in a vehicle, i.e. the quotients of the entries in each row are not equal for all rows of the table.
The ratio of people in the vehicle to total entrance cost are not equivalent ratios. You can't just multiply the entries in one row by the same constant to get the entries in another row.
Each number of people and corresponding total entrance cost is not characterized by the same unit rate. You can't multiply the entries in the first column by the same number (constant of proportionality) to get the numbers in the second column.
Students who found an equation will also note that the equation is not of the same form as other equations, but they can’t use this as a criterion until the class has established that only equations of this form represent proportional relationships. (This part of the discussion should come at the end of the next lesson, after students have analyzed lots of different equations.)


correct_option_index: 10