Standards Map

Mathematics > Course Model Mathematics I (Integrated Pathway) > Creating Equations
Accessibility Mode: Note: You are viewing this information in accessibility mode. To view the map, enlarge your window or use a larger device.

Mathematics | Course : Model Mathematics I (Integrated Pathway)

Domain - Creating Equations

Cluster - Create equations that describe numbers or relationships.

[MI.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.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • MI.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.*
  • MI.N-Q.A.2
    Define appropriate quantities for the purpose of descriptive modeling.*
  • MI.A-SSE.A.1
    Interpret expressions that represent a quantity in terms of its context.*
  • MI.A-SSE.A.1.a
    Interpret parts of an expression, such as terms, factors, and coefficients.
  • MI.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)n as the product of P and a factor not depending on P.
  • MI.A-CED.A.1
    Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and exponential functions with integer exponents.*
  • MI.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.
  • MI.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.