few_shots: Example 1:
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"
}

Example 2:
Problem/activity:
Task
Solve the quadratic equation
$$ x^2 = (2x - 9)^2 $$
using as many different methods as possible.


Standard options: 
A. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
B. Solve quadratic equations in one variable.


Your response:
{
  "explanation": "This task shows one quadratic equation with one variable, x.",
  "answer": "B"
}

Example 3:
Problem/activity:
Task
Suppose $A$ is an angle with vertex $P$, as pictured below:
[IMG]
Draw a circle with center $P$ and with  radius $r \gt 0$.  Explain why the circle
meets each ray of angle $A$ in a single point.  Label these points $Q$ and $R$ respectively.
Draw circles with centers $Q$ and $R$ respectively and radius $r$.  These circles meet at $P$ and a second point to be labelled $B$.
Show that ray $\overrightarrow{PB}$  bisects angle $P$.


Standard options: 
A. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
B. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.


Your response:
{
  "explanation": "This task asks students to draw a ray that bisects an angle. The act of drawing circles and rays may involve compass and straightedge or dynamic geometric software.",
  "answer": "A"
}

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

HS_0

im_task_000870

HS_1

im_task_001160

HS_2
options: Distinguish between situations that can be modeled with linear functions and with exponential functions.

Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

For exponential models, express as a logarithm the solution to ab^(ct) = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
problem_activity: Task
Algal blooms routinely threaten the health of the Chesapeake Bay. Phosphate compounds supply a rich source of nutrients for the algae, Prorocentrum minimum, responsible for particularly harmful spring blooms known as mahogany tides. These compounds are found in fertilizers used by farmers and find their way into the Bay with run-offs resulting from rainstorms. Favorable conditions result in rapid algae growth ranging anywhere from 0.144 to 2.885 cell divisions per day. Algae concentrations are measured and reported in terms of cells per milliliter (cells/ml). Concentrations in excess of 3,000 cells/ml constitute a bloom.
Suppose that heavy spring rains followed by sunny days create conditions that support 1 cell division per day and that prior to the rains Prorocentrum minimum concentrations measured just 10 cells/ml. Write an equation for a function that models the relationship between the algae concentration and the number of days since the algae began to divide at the rate of 1 cell division per day.
Assuming this rate of cell divison is sustained for 10 days, present the resulting algae concentrations over that period in a table. Did these conditions result in a bloom?
If conditions support 2 cell divisions per day, when will these conditions result in a bloom?
Concentrations in excess of 200,000 cells/ml have been reported in the Bay. Assuming the same conditions as in (c), when will concentrations exceed 200,000 cells/ml?


correct_option_index: 0

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