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: Interpret the structure of expressions.

Work with radicals and integer exponents.

Represent and analyze quantitative relationships between dependent and independent variables.

Add and subtract within 20.

Solve equations and inequalities in one variable.

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

Rewrite rational expressions.

Write and interpret numerical expressions.

Reason about and solve one-variable equations and inequalities.

Analyze patterns and relationships.

Use properties of operations to generate equivalent expressions.

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

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

Represent and solve problems involving multiplication and division.

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

Represent and solve problems involving addition and subtraction.

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

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

Multiply and divide within 100.

Represent and solve equations and inequalities graphically.

Perform arithmetic operations on polynomials.

Gain familiarity with factors and multiples.

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

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

Generate and analyze patterns.

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

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

Work with addition and subtraction equations.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use polynomial identities to solve problems.

Solve systems of equations.
problem_activity: Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see.
When students use grouping strategies to visualize the quantities in the
\(10 + n\)
structure they come to see that some can be taken from one group and added to the other to make a ten and some more (MP7).
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time
Activity
Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Repeat for each image.
Student Facing
How many do you see?
How do you see them?
[IMG]
[IMG]
[IMG]
Student Response
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Activity Synthesis
“Who can restate the way _____ saw the dots in different words?”


correct_option_index: 3