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


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
{
  "explanation": "An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001894

HS
options: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Problem 1
Mark and label a point for each fraction below on the number line to its right.
a.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align:middle"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{1}{3}$$"}]}, {"_attributes": {"style": "vertical-align:middle"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2019/03/29/math3_u6_l10_tt1.png", "style": "width: 344px; height: 40px;"}}]}]}]}]}]}
b.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align:middle"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{5}{6}$$"}]}, {"_attributes": {"style": "vertical-align:middle"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2019/03/29/math3_u6_l10_tt1.png", "style": "height:40px; width:344px"}}]}]}]}]}]}
c.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align:middle"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{3}{8}$$"}]}, {"_attributes": {"style": "vertical-align:middle"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2019/03/29/math3_u6_l11_at1b.png", "style": "height:40px; width:344px"}}]}]}]}]}]}
Problem 2
Determine the location of each of the following points.
a.
[IMG]
b.
[IMG]
Problem 3
Erin walked 1 mile from her house to the library. Along the way, she passed several places shown on the number line below.
[IMG]
a.   Which place is
$$\frac{4}{8} $$
mile from Erin’s house?
b.   Erin also passed the fire station, which is
$$\frac{1}{8} $$
mile from Erin’s house. Plot the location of the fire station on the number line above.
c.   What is the distance, in miles, between the park and the market?


correct_option_index: 0