Standards Map

Mathematics > Course Model Algebra I (Traditional Pathway) > Linear, Quadratic, and Exponential Models
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Mathematics | Course : Model Algebra I (Traditional Pathway)

Domain - Linear, Quadratic, and Exponential Models

Cluster - Construct and compare linear, quadratic, and exponential models and solve problems.

[AI.F-LE.A.1] - Distinguish between situations that can be modeled with linear functions and with exponential functions.*

Resources:


  • Exponential function
    A function of the form y = a •bx where a > 0 and either 0 < b < 1 or b > 1. The variables do not have to be x and y. For example, A = 3.2 • (1.02)t is an exponential function.
  • Linear function
    A function with an equation of the form y = mx + b, where m and b are constants

Predecessor Standards:

  • 7.RP.A.3
    Use proportional relationships to solve multi-step ratio, rate, and percent problems. For example: simple interest, tax, price increases and discounts, gratuities and commissions, fees, percent increase and decrease, percent error.
  • 8.F.A.3
    Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • 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.F-BF.A.2
    Write arithmetic and geometric sequences both recursively and with an explicit formula them to model situations, and translate between the two forms.*
  • AI.F-LE.A.2
    Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (including reading these from a table).*
  • HS.LS.2.4
    Use a mathematical model to describe the transfer of energy from one trophic level to another. Explain how the inefficiency of energy transfer between trophic levels affects the relative number of organisms that can be supported at each trophic level and necessitates a constant input of energy from sunlight or inorganic compounds from the environment. Clarification Statement: The model should illustrate the “10% rule” of energy transfer and show approximate amounts of available energy at each trophic level in an ecosystem (up to five trophic levels).
  • HS.PHY.1.8
    Develop a model to illustrate the energy released or absorbed during the processes of fission, fusion, and radioactive decay. Clarification Statements: Examples of models include simple qualitative models, such as pictures or diagrams. Types of radioactive decay include alpha, beta, and gamma. State Assessment Boundary: Quantitative calculations of energy released or absorbed are not expected in state assessment.