Standards Map

Mathematics > Course Model Algebra I (Traditional Pathway) > Creating Equations
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Mathematics | Course : Model Algebra I (Traditional Pathway)

Domain - Creating Equations

Cluster - Create equations that describe numbers or relationships.

[AI.A-CED.A.2] - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.*

Resources:


  • Variable
    A quantity that can change or that may take on different values. Refers to the letter or symbol representing such a quantity in an expression, equation, inequality, or matrix.

Predecessor Standards:

  • 8.EE.C.8
    Analyze and solve pairs of simultaneous linear equations.
  • 8.EE.C.8.a
    Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
  • 8.EE.C.8.b
    Solve systems of two linear equations in two variables algebraically (using substitution and elimination strategies), and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
  • 8.EE.C.8.c
    Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
  • 8.F.B.4
    Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
  • 8.ETS.2.4
    Use informational text to illustrate that materials maintain their composition under various kinds of physical processing; however, some material properties may change if a process changes the particulate structure of a material. Clarification Statements: Examples of physical processing can include cutting, forming, extruding, and sanding. Examples of changes in material properties can include a non-magnetic iron material becoming magnetic after hammering and a plastic material becoming rigid (less elastic) after heat treatment.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • AI.N-Q.A.1
    Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.*
  • AI.N-Q.A.2
    Define appropriate quantities for the purpose of descriptive modeling.*
  • AI.A-SSE.A.1
    Interpret expressions that represent a quantity in terms of its context.*
  • AI.A-SSE.A.1.a
    Interpret parts of an expression, such as terms, factors, and coefficients.
  • AI.A-SSE.A.1.b
    Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)t as the product of P and a factor not depending on P.
  • AI.A-CED.A.1
    Create equations and inequalities in one variable and use them to solve problems. (Include equations arising from linear, quadratic, and exponential functions with integer exponents.)*
  • AI.A-CED.A.3
    Represent constraints by linear equations or inequalities, and by systems of linear equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.* For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
  • AI.A-REI.D.10
    Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). Show that any point on the graph of an equation in two variables is a solution to the equation.
  • HS.ESS.1.4
    Use Kepler’s laws to predict the motion of orbiting objects in the solar system. Describe how orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Clarification Statements: Kepler’s laws apply to human-made satellites as well as planets, moons, and other objects. Calculations involving Kepler’s laws of orbital motions should not deal with more than two bodies, nor involve calculus.
  • HS.PHY.2.1
    Analyze data to support the claim that Newton’s second law of motion is a mathematical model describing change in motion (the acceleration) of objects when acted on by a net force. Clarification Statements: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, and a moving object being pulled by a constant force. Forces can include contact forces, including friction, and forces acting at a distance, such as gravity and magnetic forces. State Assessment Boundary: Variable forces are not expected in state assessment.
  • HS.PHY.3.2
    Develop and use a model to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles and objects or energy stored in fields. Clarification Statements: Examples of phenomena at the macroscopic scale could include evaporation and condensation, the conversion of kinetic energy to thermal energy, the gravitational potential energy stored due to position of an object above the earth, and the stored energy (electrical potential) of a charged object’s position within an electrical field. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
  • HS.PHY.4.1
    Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling within various media. Recognize that electromagnetic waves can travel through empty space (without a medium) as compared to mechanical waves that require a medium. Clarification Statements: Emphasis is on relationships when waves travel within a medium, and comparisons when a wave travels in different media. Examples of situations to consider could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. Relationships include v = λf, T = 1/f, and the qualitative comparison of the speed of a transverse (including electromagnetic) or longitudinal mechanical wave in a solid, liquid, gas, or vacuum. State Assessment Boundary: Transitions between two media are not expected in state assessment.
  • HS.ETS.1.4
    Use a computer simulation to model the impact of a proposed solution to a complex real-world problem that has numerous criteria and constraints on the interactions within and between systems relevant to the problem.*
  • HS.ETS.2.3
    Compare the costs and benefits of custom versus mass production based on qualities of the desired product, the cost of each unit to produce, and the number of units needed.