few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Your response:
{
  "explanation": "This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.",
  "answer": "C"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000674

5
options: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

Find inverse functions.
problem_activity: Task
The table below shows some input-output pairs of two functions $f$ and $g$ that agree for the values that are given but some of their output values are missing.
{"table": [{"tbody": [{"tr": [{"th": [{"_value": "$t$"}], "td": [{"_value": "0"}, {"_value": "15"}, {"_value": "30"}, {"_value": "45"}, {"_value": "60"}, {"_value": "75"}, {"_value": "90"}, {"_value": "105"}, {"_value": "120"}]}, {"th": [{"_value": "$f(t)$"}], "td": [{"_value": "0"}, {"_value": "0.5"}, {}, {"_value": "1.3"}, {"_value": "2"}, {"_value": "2.7"}, {}, {"_value": "4"}, {}]}, {"th": [{"_value": "$g(t)$"}], "td": [{"_value": "0"}, {"_value": "0.5"}, {}, {"_value": "1.3"}, {"_value": "2"}, {"_value": "2.7"}, {}, {"_value": "4"}, {}]}]}]}]}
Complete the table in a way so that $f$ could be invertible and so that $g$ is definitely not invertible.
Graph both functions and explain from the graph why $f$ is invertible and $g$ is not.
Come up with two real life situations that $f$ and $g$ could be representing.
Find and interpret the value $f^{-1}(4)$ in terms of these contexts.


correct_option_index: 2