Domain: Creating Equations* Cluster: Create equations that describe numbers or relationships Quarter 1: Quarter 2: Quarter 3: Quarter 4: Recognize when a modeling context involves constraints. Determine when a problem should be represented Determine when a problem should be Represent constraints by equations or by equations, systems of equations and/ or represented by equations, inequalities, inequalities, and by systems of equations and/or Interpret solutions as viable or nonviable inequalities. systems of equations and/ or inequalities. inequalities. options in a modeling context. Represent constraints by equations or inequalities.. Represent constraints by equations , and by systems of equations From Appendix A: Limit targets to linear equations and inequalities. Make of Reason abstractly Construct viable Model with Use appropriate Attend to Look for and make Look for and express problems and and quantitatively. arguments and mathematics. tools precision. use of structure. regularity in repeated persevere in solving critique the strategically. reasoning. them. reasoning of others. Evidence of Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Students: Constraint Students know: Students understand/are able to: Level IV Students will: Given a contextual situation EEA-CED.2-4. Solve two-step inequalities with a variable. involving constraints, Ex. If I buy two movie tickets for $5 each and two drinks at $4 each, will $15 When a particular system of be enough money? two variable equations or Ex. I walked to the store to buy a book. I gave the cashier $10. She said, inequalities accurately models “You
Domain: Creating Equations* Cluster: Create equations that describe numbers or relationships Quarter 1: Recognize when a modeling context involves constraints. Interpret solutions as viable or nonviable options in a modeling context. Represent constraints by equations , and by systems of equations From Appendix A: Limit targets to linear equations and inequalities. Quarter 2: Determine when a problem should be represented by equations, systems of equations and/ or inequalities. Quarter 3: Determine when a problem should be represented by equations, inequalities, systems of equations and/ or inequalities. Represent constraints by equations or inequalities.. Quarter 4: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities. Make of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students: Given a contextual situation involving constraints, Constraint Students know: When a particular system of two variable equations or inequalities accurately models Students understand/are able to: Level IV Students will: EEA-CED.2-4. Solve two-step inequalities with a variable. Ex. If I buy two movie tickets for $5 each and two drinks at $4 each, will $15 be enough money? Ex. I walked to the store to buy a book. I gave the cashier $10. She said, “You
Algebra-1-Pacing-Guide-Version-3.docx