Standards Map

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

Domain - Seeing Structure in Expressions

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

[AI.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:

  • 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.2
    Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.*
  • 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-CED.A.4
    Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations (Properties of equality).* For example, rearrange Ohm’s law R=V2/P to solve for voltage, V. Manipulate variables in formulas used in financial contexts such as for simple interest, I=Prt.
  • AI.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, quadratic, exponential, and absolute value functions. Utilize technology to experiment with cases and illustrate an explanation of the effects on the graph.
  • AI.F-LE.B.5
    Interpret the parameters in a linear or exponential function (of the form f(x) = bx + k) in terms of a context.*
  • 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.2.2
    Use mathematical representations to show that the total momentum of a system of interacting objects is conserved when there is no net force on the system. Clarification Statement: Emphasis is on the qualitative meaning of the conservation of momentum and the quantitative understanding of the conservation of linear momentum in interactions involving elastic and inelastic collisions between two objects in one dimension.
  • HS.PHY.2.4
    Use mathematical representations of Newton’s law of gravitation and Coulomb’s law to both qualitatively and quantitatively describe and predict the effects of gravitational and electrostatic forces between objects. Clarification Statement: Emphasis is on the relative changes when distance, mass or charge, or both are changed. State Assessment Boundaries: State assessment will be limited to systems with two objects. Permittivity of free space is not expected in state assessment.
  • 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.