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

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

Reason about and solve one-variable equations and inequalities.

Solve systems of equations.

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

Gain familiarity with factors and multiples.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Solve equations and inequalities in one variable.

Write and interpret numerical expressions.

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

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

Add and subtract within 20.

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

Multiply and divide within 100.

Analyze patterns and relationships.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Generate and analyze patterns.

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

Work with radicals and integer exponents.

Use properties of operations to generate equivalent expressions.

Perform arithmetic operations on polynomials.

Interpret the structure of expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Rewrite rational expressions.

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

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

Use polynomial identities to solve problems.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
problem_activity: Narrative
The purpose of this warm-up is to elicit observations and questions about some animals and their associated measurements, which will be useful when students create comparison statements in a later activity.
Launch
Groups of 2
Display the images.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
30 feet
[IMG]
130 inches
[IMG]
3 feet
[IMG]
Student Response
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Activity Synthesis
“The numbers tell us how high each of these animals can jump.”
Ask students to decide if each of the following statements is true or false and share their responses and reasoning:
“A rabbit can jump 10 times as high as a dolphin.”
“A dolphin can jump as high as a frog.”
“What other comparison statements can you make about how high these animals can jump?”
30 seconds: think time
1 minute: partner discussion
Share responses.
“We are going to keep thinking about making comparisons in our first activity today.”


correct_option_index: 15