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

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

Solve equations and inequalities in one variable.

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

Gain familiarity with factors and multiples.

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

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.

Rewrite rational expressions.

Interpret the structure of expressions.

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

Write and interpret numerical expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Use the four operations with whole numbers to solve problems.

Use properties of operations to generate equivalent expressions.

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

Multiply and divide within 100.

Work with addition and subtraction equations.

Perform arithmetic operations on polynomials.

Solve systems of equations.

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

Work with radicals and integer exponents.

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

Represent and solve problems involving multiplication and division.

Analyze patterns and relationships.

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

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving addition and subtraction.

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for the structure of adding within 20. These understandings help students develop fluency and will be helpful later in this lesson when students use relationships between addends to make equivalent expressions to find sums.
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 mentally.
\(5 + 8\)
\(6 + 7\)
\(8 + 7\)
\(6 + 9\)
Student Response
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Activity Synthesis
“Who can restate _____'s reasoning in a different way?”


correct_option_index: 3