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.

Assessed with:
MAFS.912.ACED.1.1
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Assessments
Formative Assessments
Lesson Plans
ProblemSolving Task
Unit/Lesson Sequence
Video/Audio/Animations
MFAS Formative Assessments
Students are given three literal equations, each involving three variables and either multiplication or division, and are asked to solve each equation for a specific variable.
Students are given a literal equation involving four variables and are asked to solve for the variable in the quadratic term.
Students are given the slope formula and the slopeintercept equation and are asked to solve for specific variables.
Students are given three literal equations, each involving three variables and either addition or subtraction, and are asked to solve each equation for a specific variable.
Students are asked to solve the formula for the surface area of a cube for e, the length of an edge of the cube.
Student Resources
ProblemSolving Task
In this task, students will use inverse operations to solve the equations for the unknown variable or for the designated variable if there is more than one.
Type: ProblemSolving Task
Video/Audio/Animations
Literal equations are formulas for calculating the value of one unknown quantity from one or more known quantities. Variables in the formula are replaced by the actual or 'literal' values corresponding to a specific instance of the relationship.
Type: Video/Audio/Animation
This video takes a look at rearranging a formula to highlight a quantity of interest.
Type: Video/Audio/Animation
Parent Resources
ProblemSolving Task
In this task, students will use inverse operations to solve the equations for the unknown variable or for the designated variable if there is more than one.
Type: ProblemSolving Task