Standards Map

Mathematics > Course Model Mathematics I (Integrated Pathway) > Seeing Structure in Expressions
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Mathematics | Course : Model Mathematics I (Integrated Pathway)

Domain - Seeing Structure in Expressions

Cluster - Interpret the structure of linear and exponential expressions with integer exponents.

[MI.A-SSE.A.1] - Interpret expressions that represent a quantity in terms of its context.*

Resources:


  • Expression
    A mathematical phrase that combines operations, numbers, and/or variables (e.g., 32 ÷ a).

Predecessor Standards:

  • 6.EE.A.2
    Write, read, and evaluate expressions in which letters stand for numbers.
  • 6.EE.A.2.a
    Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5 – y.
  • 6.EE.A.2.b
    Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
  • 6.EE.A.2.c
    Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s³ and A = 6 s² to find the volume and surface area of a cube with sides of length s = 1/2.
  • 7.EE.A.2
    Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” A shirt at a clothing store is on sale for 20% off the regular price, “p”. The discount can be expressed as 0.2p. The new price for the shirt can be expressed as p – 0.2p or 0.8p.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • 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.2
    Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.*
  • 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-CED.A.4
    Rearrange formulas to highlight a quantity of interest, using the same reasoning (Properties of equality) as in solving equations.* For example, rearrange Ohm’s law, V = IR, to solve for resistance, R. Manipulate variables in formulas used in financial contexts such as for simple interest, I=Prt .
  • MI.F-BF.B.3
    Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Include linear and exponential models. (Focus on vertical translations for exponential functions). Utilize technology to experiment with cases and illustrate an explanation of the effects on the graph.
  • MI.F-LE.B.5
    Interpret the parameters in a linear function or exponential function (of the form f(x) = bx + k) in terms of a context.*