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:
{
  "explanation": "This problem applies trigonometric identities, including the angle addition formula for cosine.",
  "answer": "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: Multiply and divide within 100.

Generate and analyze patterns.

Interpret the structure of expressions.

Solve equations and inequalities in one variable.

Use polynomial identities to solve problems.

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

Gain familiarity with factors and multiples.

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

Analyze patterns and relationships.

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

Add and subtract within 20.

Use properties of operations to generate equivalent expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Use the four operations with whole numbers to solve problems.

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

Solve systems of equations.

Create equations that describe numbers or relationships

Write expressions in equivalent forms to solve problems.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving multiplication and division.

Reason about and solve one-variable equations and inequalities.

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

Work with radicals and integer exponents.

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

Represent and solve problems involving addition and subtraction.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with addition and subtraction equations.

Write and interpret numerical expressions.

Represent and solve equations and inequalities graphically.

Rewrite rational expressions.

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

Perform arithmetic operations on polynomials.
problem_activity: Narrative
The purpose of this True or False is to elicit strategies and understandings students have for multiplying one-digit whole numbers by multiples of 10. The reasoning students do here helps to deepen their understanding of the associative property as they decompose multiples of ten to make multiplying easier.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(2 \times 40 = 2 \times 4 \times 10\)
\(2 \times 40 = 8 \times 10\)
\(3 \times 50 = 15 \times 10\)
\(3 \times 40 = 7 \times 10\)
Student Response
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Activity Synthesis
“How can you justify your answer without finding the value of both sides?”
Consider asking:
“Who can restate _____’s reasoning in a different way?”
“Does anyone want to add on to _____’s reasoning?”
“Can we make any generalizations based on the statements?”


correct_option_index: 9