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Common Core: Standard
Common Core: ELA
Common Core: Math
CCLS  Math: N.Q .2
 Category
 Quantities
 SubCategory
 Reason Quantitatively And Use Units To Solve Problems.
 State Standard:
 Define appropriate quantities for the purpose of descriptive modeling.
17 Results

 Algebra I Module 1: Relationships Between Quantities and Reasoning with Equations and Their Graphs In this module students analyze and explain precisely the process of solving an equation. Through...

 Student Outcomes Students define appropriate quantities from a situation (a “graphing story”), choose and interpret the scale and the origin for the graph, and graph the piecewise linear function...

 In Topic A, students explore the main functions that they will work with in Grade 9: linear, quadratic, and exponential. The goal is to introduce students to these functions by having them make...

 Student Outcomes Students represent graphically a nonlinear relationship between two quantities and interpret features of the graph. They will understand the relationship between physical quantities...

 Algebra I Module 5: A Synthesis of Modeling with Equations and Functions In Module 5, students synthesize what they have learned during the year about functions to select the correct function type in...

 Student Outcomes Students choose and interpret the scale on a graph to appropriately represent an exponential function. Students plot points representing number of bacteria over time, given that...

 Student Outcomes Students interpret the meaning of the point of intersection of two graphs and use analytic tools to find its coordinates.

 Student Outcomes Students develop the tools necessary to discern units for quantities in realworld situations and choose levels of accuracy appropriate to limitations on measurement. They refine...

 Tables, graphs, and equations all represent models. We use terms such as “symbolic” or “analytic” to refer specifically to the equation form of a function model; “descriptive model” refers to a...

 Student Outcomes From a graphic representation, students recognize the function type, interpret key features of the graph, and create an equation or table to use as a model of the context for...

 Topic A focuses on the skills inherent in the modeling process: representing graphs, data sets, or verbal descriptions using explicit expressions (FBF.A.1a) when presented in graphic form in Lesson...

 Student Outcomes Students create a twovariable equation that models the graph from a context. Function types include linear, quadratic, exponential, square root, cube root, and absolute value. ...

 Student Outcomes Students make sense of a contextual situation that can be modeled with linear, quadratic, and exponential functions when presented as a word problem. They analyze a verbal...

 Student Outcomes Students interpret the function and its graph and use them to answer questions related to the model, including calculating the rate of change over an interval, and always using an...

 Student Outcomes Students write equations to model data from tables, which can be represented with linear, quadratic, or exponential functions, including several from Lessons 4 and 5. They recognize...

 Student Outcomes Students model functions described verbally in a given context using graphs, tables, or algebraic representations.

 Student Outcomes Students use linear, quadratic, and exponential functions to model data from tables, and choose the regression most appropriate to a given context. They use the correlation...