Standard #: MAFS.912.N-Q.1.1 (Archived Standard)


This document was generated on CPALMS - www.cpalms.org



Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.


General Information

Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Number & Quantity: Quantities
Cluster: Reason quantitatively and use units to solve problems. (Algebra 1 - Supporting Cluster) (Algebra 2 - Supporting Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Date Adopted or Revised: 02/14
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes

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Related Resources

Formative Assessments

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Fishy Formulas

Students are asked to choose and justify the unit to be used in a formula and are asked to choose and explain the unit used in the answer.

Lesson Plans

Name Description
Bottled Up Energy

This experimental design project deals with real life understanding of being assigned a group task, creating a budget, and providing evidence about the completion of the assigned task. The task in this case is that students are being asked to create a model of a car out of supplied materials and to test these designs. After each trial the students will analyze the data collected and make any improvements that are necessary. The teams will test all modifications and after analyzing the results of their trials, they will create a presentation to the class on how their design performed.

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Mole Relay

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Farming in the Gilded Age: A Simulation This video is about a simulation created by a teacher to show the hardships of "gambling" in the world of farming, especially in a past, less civilized time. The students were given 2000 and had to put 500 aside for various expenses. They were then given a list of 11 objects (crops and livestock) that they could chose from to purchase with the remaining 1500. The catch is, they only have a certain amount of space to use, and must plan which items will be more efficient in a set area. To simulate the purchasing of the crops and livestock, the teacher cut out squares with each item on it. He then had each group come up to spend their money on what they found fit for their particular group. After each group chose their ratios of crops and livestock, there was then a simulated growing season that had problems with certain crops and benefits of others. They then repeat the process for the following year with a different scenario for the growing season. At the end of the simulation, the teacher acted as if he was the banker that loaned the 2000 in the beginning. This is where it comes full circle to show why farming was so difficult in the past, and how it declined due to poor weather and the lack of the ability to pay off loans given to start farming in the first place.
BIOSCOPES Summer Institute 2013 - Forces

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BIOSCOPES Summer Institute 2013 - Thermal Energy

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BIOSCOPES Summer Institute 2013 - Mechanical Energy

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BIOSCOPES Summer Institute 2013 - States of Matter

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Preserving Our Marine Ecosystems

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Motion: Speed and Velocity

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  • Interpret position-time graphs.
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Acceleration

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  3. Calculate the acceleration of an object, analytically, and graphically.
  4. Interpret velocity-time graph, and explain the meaning of the slope.
  5. Classify acceleration as positive, negative, and zero.
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Ramp It Up

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Forced To Learn

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Riding the Roller Coaster of Success

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The Video Game

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Flower Power

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Sugar Scrub

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Lesson Study Resource Kit

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Perspectives Video: Professional/Enthusiasts

Name Description
The Science and Math Behind Sour Fizzy Candy

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Download the CPALMS Perspectives video student note taking guide.

Unit Conversions

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Problem-Solving Tasks

Name Description
Ice Cream Van

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Weed Killer

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Fuel Efficiency

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How Much Is a Penny Worth?

This task asks students to calculate the cost of materials to make a penny, utilizing rates of grams of copper.

Runner's World

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Harvesting the Fields

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Selling Fuel Oil at a Loss

The task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining inventory and raising short-term capital for investment or re-investment in developing the business.

Felicia's Drive

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Unit/Lesson Sequence

Name Description
Sample Algebra 1 Curriculum Plan Using CMAP

This sample Algebra 1 CMAP is a fully customizable resource and curriculum-planning tool that provides a framework for the Algebra 1 Course. The units and standards are customizable and the CMAP allows instructors to add lessons, worksheets, and other resources as needed. This CMAP also includes rows that automatically filter and display Math Formative Assessments System tasks, E-Learning Original Student Tutorials and Perspectives Videos that are aligned to the standards, available on CPALMS.

Learn more about the sample Algebra 1 CMAP, its features and customizability by watching the following video:

Using this CMAP

To view an introduction on the CMAP tool, please .

To view the CMAP, click on the "Open Resource Page" button above; be sure you are logged in to your iCPALMS account.

To use this CMAP, click on the "Clone" button once the CMAP opens in the "Open Resource Page." Once the CMAP is cloned, you will be able to see it as a class inside your iCPALMS My Planner (CMAPs) app.

To access your My Planner App and the cloned CMAP, click on the iCPALMS tab in the top menu.

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Worksheet

Name Description
Practice with Dimensional Analysis

This is a worksheet that can be used for students individually or as a cooperative learning resource for practice with dimensional analysis. Answers are in red as a separate copy of the worksheet.

Student Resources

Perspectives Video: Professional/Enthusiast

Name Description
Unit Conversions:

Get fired up as you learn more about ceramic glaze recipes and mathematical units.

Problem-Solving Tasks

Name Description
Weed Killer:

The principal purpose of the task is to explore a real-world application problem with algebra, working with units and maintaining reasonable levels of accuracy throughout. Students are asked to determine which product will be the most economical to meet the requirements given in the problem.

Fuel Efficiency:

The problem requires students to not only convert miles to kilometers and gallons to liters but they also have to deal with the added complication of finding the reciprocal at some point.

How Much Is a Penny Worth?:

This task asks students to calculate the cost of materials to make a penny, utilizing rates of grams of copper.

Runner's World:

Students are asked to use units to determine if the given statement is valid.

Harvesting the Fields:

This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. Students are given a scenario and asked to determine the number of people required to complete the amount of work in the time described. The task requires students to exhibit , Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either MAFS.912.A-CED.1.1 or MAFS.912.N-Q.1.1, depending on the approach.

Traffic Jam:

This resource poses the question, "how many vehicles might be involved in a traffic jam 12 miles long?"

This task, while involving relatively simple arithmetic, promps students to practice modeling (MP4), work with units and conversion (N-Q.1), and develop a new unit (N-Q.2). Students will also consider the appropriate level of accuracy to use in their conclusions (N-Q.3).

Selling Fuel Oil at a Loss:

The task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining inventory and raising short-term capital for investment or re-investment in developing the business.

Felicia's Drive:

This task provides students the opportunity to make use of units to find the gas needed (). It also requires them to make some sensible approximations (e.g., 2.92 gallons is not a good answer to part (a)) and to recognize that Felicia's situation requires her to round up. Various answers to (a) are possible, depending on how much students think is a safe amount for Felicia to have left in the tank when she arrives at the gas station. The key point is for them to explain their choices. This task provides an opportunity for students to practice MAFS.K12.MP.2.1: Reason abstractly and quantitatively, and MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.



Parent Resources

Perspectives Video: Professional/Enthusiast

Name Description
Unit Conversions:

Get fired up as you learn more about ceramic glaze recipes and mathematical units.

Problem-Solving Tasks

Name Description
Weed Killer:

The principal purpose of the task is to explore a real-world application problem with algebra, working with units and maintaining reasonable levels of accuracy throughout. Students are asked to determine which product will be the most economical to meet the requirements given in the problem.

Fuel Efficiency:

The problem requires students to not only convert miles to kilometers and gallons to liters but they also have to deal with the added complication of finding the reciprocal at some point.

How Much Is a Penny Worth?:

This task asks students to calculate the cost of materials to make a penny, utilizing rates of grams of copper.

Runner's World:

Students are asked to use units to determine if the given statement is valid.

Harvesting the Fields:

This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. Students are given a scenario and asked to determine the number of people required to complete the amount of work in the time described. The task requires students to exhibit , Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either MAFS.912.A-CED.1.1 or MAFS.912.N-Q.1.1, depending on the approach.

Traffic Jam:

This resource poses the question, "how many vehicles might be involved in a traffic jam 12 miles long?"

This task, while involving relatively simple arithmetic, promps students to practice modeling (MP4), work with units and conversion (N-Q.1), and develop a new unit (N-Q.2). Students will also consider the appropriate level of accuracy to use in their conclusions (N-Q.3).

Selling Fuel Oil at a Loss:

The task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining inventory and raising short-term capital for investment or re-investment in developing the business.

Felicia's Drive:

This task provides students the opportunity to make use of units to find the gas needed (). It also requires them to make some sensible approximations (e.g., 2.92 gallons is not a good answer to part (a)) and to recognize that Felicia's situation requires her to round up. Various answers to (a) are possible, depending on how much students think is a safe amount for Felicia to have left in the tank when she arrives at the gas station. The key point is for them to explain their choices. This task provides an opportunity for students to practice MAFS.K12.MP.2.1: Reason abstractly and quantitatively, and MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.



Printed On:10/4/2022 9:59:51 PM
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