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: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand and apply theorems about circles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Apply trigonometry to general triangles.

Explain volume formulas and use them to solve problems.

Understand congruence in terms of rigid motions.

Prove geometric theorems.

Use coordinates to prove simple geometric theorems algebraically.

Classify two-dimensional figures into categories based on their properties.

Translate between the geometric description and the equation for a conic section.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Reason with shapes and their attributes.

Make geometric constructions.

Analyze, compare, create, and compose shapes.

Experiment with transformations in the plane.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Understand and apply the Pythagorean Theorem.

Visualize relationships between two-dimensional and three-dimensional objects.

Prove theorems involving similarity.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Define trigonometric ratios and solve problems involving right triangles.

Understand similarity in terms of similarity transformations.

Apply geometric concepts in modeling situations.

Find arc lengths and areas of sectors of circles.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 1 of the Match Mine center. Students use positional words to describe the location of pattern blocks within a larger shape. Students may initially describe the shapes generally or use positional words other than those introduced in the previous activity. Students need repeated experiences hearing positional words in order to develop precision with their language (MP6).
MLR8 Discussion Supports.
For each description that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language, specifically positional words.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Pattern blocks
Launch
Groups of 2
Give students access to pattern blocks.
“We are going to learn a new center called Match Mine. Let’s practice describing a shape together.”
Build a shape with 5 pattern blocks.
“How could we describe where the square is in this shape?” (The square is below the hexagon.)
“How could we describe where the triangle is?” (The triangle is next to the square.)
“One partner will build a shape using 5 pattern blocks. Then they will tell their partner about the shape and their partner tries to make the same shape.”
“Remember to use positional words that will help your partner put each pattern block in the right place.”
“Keep your shapes hidden while you build them. When your partner is done making the shape, check to see if they match.”
“Take turns building and describing shapes with your partner.”
Activity
8 minutes: partner work time
Monitor for students who describe the location of each pattern block using positional words.
Activity Synthesis
Display a shape made up of 5 pattern blocks, including a triangle.
“How would you tell your partner where to put the triangle?”


correct_option_index: 22