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: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Represent complex numbers and their operations on the complex plane.

Reason quantitatively and use units to solve problems.

Use complex numbers in polynomial identities and equations.

Represent and model with vector quantities.

Compute fluently with multi-digit numbers and find common factors and multiples.

Perform operations on vectors.

Extend the properties of exponents to rational exponents.

Perform arithmetic operations with complex numbers.

Use properties of rational and irrational numbers.

Perform operations on matrices and use matrices in applications.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.
problem_activity: Sylvia bikes home along a straight road from her friend’s house, a distance of 8 miles. The graph shows her journey:
[IMG]
Describe what may have happened. Be sure to include details about her pace, points that indicate a change in action, and where she starts and stops.
Are all sections of the graph realistic? Explain your reasoning.


correct_option_index: 3