 # Standard #: MAFS.912.A-REI.1.1

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

Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

### General Information

Subject Area: Mathematics
Domain-Subdomain: Algebra: Reasoning with Equations & Inequalities
Cluster: Level 3: Strategic Thinking & Complex Reasoning
Cluster: Understand solving equations as a process of reasoning and explain the reasoning. (Algebra 1 - Major Cluster) (Algebra 2 - Major 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 of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes

### Test Item Specifications

N/A

Assessment Limits :
Items will not require the student to recall names of properties from memory.
Calculator :
Neutral
Clarification :
Students will complete an algebraic proof of solving a linear equation.

Students will construct a viable argument to justify a solution method

Stimulus Attributes :
Items should be set in a mathematical context. Items may use function notation.

Items should be linear equations in the form of ax + b = c, a(bx + c) = d, ax + b = cx + d, or a(bx + c) = d(ex + f), where a, b, c, d, e, and f are rational numbers. Equations may be given in forms that are equivalent to these.

Coefficients may be a rational number or a variable that represents any real number.

Items should not require more than four procedural steps to reach a solution.

Response Attributes :
Items may ask the student to complete steps in a viable argument.

Items should not ask the student to provide the solution.

### Sample Test Items (1)

 Test Item # Question Difficulty Type Sample Item 1 Some of the steps in Raya's solution to 2.5(6.25x +0.5) = 11 are shown. Select the correct reason for line 4 of Raya's solution. N/A SHT: Selectable Hot Text

#### Related Courses

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#### Assessments

 Name Description Sample 3 - High School Algebra 1 State Interim Assessment This is a State Interim Assessment for 9th-12th grades. Sample 1 - High School Algebra 1 State Interim Assessment This is the State Interim Assessment for high school.

#### Formative Assessments

 Name Description Does It Follow? Students are asked if one linear equation follows from another that is assumed to be true. Equation Logic Students are given a linear equation and are asked to solve the equation, explaining and justifying each step. Students are then asked to explain how confident they are in their solution. Justify the Process - 2 Students are asked to justify each step in the process of solving an equation. Justify the Process - 1 Students are asked to justify each step in the process of solving an equation.

#### Lesson Plans

 Name Description Looking for the best Employment Option Students will reaffirm their knowledge about linear equations. Will be able to apply the concept to real life situations. Method to My Mathness In this lesson, students will complete proof tables to explain the methods to solve equations, such as referring to mathematical properties and processes, to justify their solutions. Justly Justifying Students will review the properties used in solving simple equations through a quiz-quiz-trade activity. As a class, they will then associate these properties with individual steps in solving equations. The students will then participate in a Simultaneous Round Table to practice their justifications. Finish the lesson with a discussion on the different methods that students could use to acquire the correct answer. The following day, students will take a short quiz to ensure that they understood the lesson.

#### Original Student Tutorial

 Name Description Justifiable Steps Learn how to explain the steps used to solve a simple equation and provide reasons to support those steps with this interactive tutorial.

 Name Description How does the solution change? The purpose of this task is to continue a crucial strand of algebraic reasoning begun at the middle school level (e.g, 6.EE.5). By asking students to reason about solutions without explicitly solving them, we get at the heart of understanding what an equation is and what it means for a number to be a solution to an equation. The equations are intentionally very simple; the point of the task is not to test technique in solving equations, but to encourage students to reason about them. Same Solutions? The purpose of this task is to provide an opportunity for students to reason about equivalence of equations. The instruction to give reasons that do not depend on solving the equation is intended to focus attention on the transformation of equations as a deductive step.

#### Tutorial

 Name Description Solving a literal equation Students will learn to solve a literal equation.

#### 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

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

All CMAP tutorials can be found within the iCPALMS Planner App or at the following URL: http://www.cpalms.org/support/tutorials_and_informational_videos.aspx

#### Original Student Tutorial

 Name Description Justifiable Steps: Learn how to explain the steps used to solve a simple equation and provide reasons to support those steps with this interactive tutorial.

 Name Description How does the solution change?: The purpose of this task is to continue a crucial strand of algebraic reasoning begun at the middle school level (e.g, 6.EE.5). By asking students to reason about solutions without explicitly solving them, we get at the heart of understanding what an equation is and what it means for a number to be a solution to an equation. The equations are intentionally very simple; the point of the task is not to test technique in solving equations, but to encourage students to reason about them. Same Solutions?: The purpose of this task is to provide an opportunity for students to reason about equivalence of equations. The instruction to give reasons that do not depend on solving the equation is intended to focus attention on the transformation of equations as a deductive step.

#### Tutorial

 Name Description Solving a literal equation: Students will learn to solve a literal equation.