I can explain the meaning of the term “constraints.”
I can tell which quantities in a situation can vary and which ones cannot.
I can use letters and numbers to write expressions representing the quantities in a situation.
2
Writing Equations to Model Relationships (Part 1)
I can tell which quantities in a situation can vary and which ones cannot.
I can use letters and numbers to write equations representing the relationships in a situation.
3
Writing Equations to Model Relationships (Part 2)
I can use words and equations to describe the patterns I see in a table of values or in a set of calculations.
When given a description of a situation, I can use representations like diagrams and tables to help make sense of the situation and write equations for it.
4
Equations and Their Solutions
I can explain what it means for a value or pair of values to be a solution to an equation.
I can find solutions to equations by reasoning about a situation or by using algebra.
5
Equations and Their Graphs
I can use graphing technology to graph linear equations and identify solutions to the equations.
I understand how the coordinates of the points on the graph of a linear equation are related to the equation.
When given the graph of a linear equation, I can explain the meaning of the points on the graph in terms of the situation it represents.
6
Equivalent Equations
I can tell whether two expressions are equivalent and explain why or why not.
I know and can identify the moves that can be made to transform an equation into an equivalent one.
I understand what it means for two equations to be equivalent, and how equivalent equations can be used to describe the same situation in different ways.
7
Explaining Steps for Rewriting Equations
I can explain why some algebraic moves create equivalent equations but some do not.
I know how equivalent equations are related to the steps of solving equations.
I know what it means for an equation to have no solutions and can recognize such an equation.
8
Which Variable to Solve for? (Part 1)
Given an equation, I can solve for a particular variable (like height, time, or length) when the equation would be more useful in that form.
I know the meaning of the phrase “to solve for a variable.”
9
Which Variable to Solve for? (Part 2)
I can write an equation to describe a situation that involves multiple quantities whose values are not known, and then solve the equation for a particular variable.
I know how solving for a variable can be used to quickly calculate the values of that variable.
10
Connecting Equations to Graphs (Part 1)
I can describe the connections between an equation of the form , the features of its graph, and the rate of change in the situation.
11
Connecting Equations to Graphs (Part 2)
I can find the slope and vertical intercept of a line with equation .
I can graph a linear equation of the form .
I understand that rewriting the equation for a line in different forms can make it easier to find certain kinds of information about the relationship and about the graph.
