{"id":868,"date":"2016-06-27T10:10:41","date_gmt":"2016-06-27T16:10:41","guid":{"rendered":"http:\/\/srcturnkey.com\/teachers\/?page_id=868"},"modified":"2019-05-22T11:44:19","modified_gmt":"2019-05-22T17:44:19","slug":"a-sse-1-1","status":"publish","type":"page","link":"https:\/\/srcturnkey.com\/teachers\/math\/algebra-1\/a-sse-1-1\/","title":{"rendered":"A-SSE.1.1"},"content":{"rendered":"

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Paste Standard Text Here<\/h3>\n

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\"Assessment
Students are asked to explain how parts of an algebraic expression relate to the number and type of symbols in a sequence of diagrams.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1487775361024{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Dot Expressions<\/h5>\n

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\"Assessment
Students are asked to interpret the parts of an equation used to calculate the total purchase price including tax of a set of items.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1487775409396{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Interpreting Basic Tax<\/h5>\n

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\"Assessment
Students are asked to determine how the volume of a cone will change when its dimensions are changed.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1487775477465{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
What Happens?<\/h5>\n

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\"Content
We're currently looking for great content to go here!<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1461771776012{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Change Me\u00a0To Real Text<\/strong><\/h5>\n

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\"Content
We're currently looking for great content to go here!<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1461771776012{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Change Me\u00a0To Real Text<\/strong><\/h5>\n

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\"Content
We're currently looking for great content to go here!<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1461771776012{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Change Me\u00a0To Real Text<\/strong><\/h5>\n

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\"Assessments
Click on this text to download this question.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1470925005923{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
FSA Sample Question<\/h5>\n

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\"Assessments
Click on this text to download this question.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1470925670336{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
FSA Sample Question<\/h5>\n

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\"Content
We're currently looking for great content to go here!<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1461771776012{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Change Me\u00a0To Real Text<\/strong><\/h5>\n

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\"Decorative
Listen in as a computing enthusiast describes how hexadecimal notation is used to express big numbers in just a little space.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499707650831{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Base 16 Notation in Computing<\/h5>\n

[\/vc_column_text][\/vc_column][vc_column width=”1\/3″][vc_video link=”https:\/\/player.vimeo.com\/video\/166250310″ css=”.vc_custom_1462991847514{margin-bottom: 0px !important;border-bottom-width: 0px !important;padding-bottom: 0px !important;}”][vc_column_text css=”.vc_custom_1461772043672{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n

Use Real Link and Title<\/strong><\/h5>\n

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Use Real Link and Title<\/strong><\/h5>\n

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\"Achievement
The purpose of this task is to identify the structure in the two algebraic expressions by interpreting them in terms of a geometric context. Students will have likely seen this type of process before, so the principal source of challenge in this task is to encourage a multitude and variety of approaches, both in terms of the geometric argument and in terms of the algebraic manipulation.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1496411252714{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Seeing Dots<\/h5>\n

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\"Achievement
This context makes for an interesting application of calculating interest.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499435565620{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
How Much Did Peterson Lose By Not Cashing His Check?<\/strong><\/h5>\n

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\"Achievement
Variations on this problem might ask which expression is useful for finding the starting height of the horseshoe, or the time when it lands.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499888389735{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Throwing Horseshoes<\/h5>\n

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\"Achievement
Most savings accounts advertise an annual interest rate, but they actually compound that interest at regular intervals during the year. That means that, if you own an account, you\u2019ll be paid a portion of the interest before the year is up, and, if you keep that payment in the account, you\u2019ll start earning interest on the interest you\u2019ve already earned.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499889265328{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
The Bank Account<\/h5>\n

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\"Achievement
This task is part of a joint project between Student Achievement Partners and Illustrative Mathematics to develop prototype machine-scorable assessment items that test a range of mathematical knowledge and skills described in the CCSSM and begin to signal the focus and coherence of the standards.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499889981261{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Radius of a Cylinder<\/h5>\n

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\"Achievement
This problem asks students to consider algebraic expressions calculating the number of floor tiles in given patterns. The purpose of this task is to give students practice in reading, analyzing, and constructing algebraic expressions, attending to the relationship between the form of an expression and the context from which it arises. The context here is intentionally thin; the point is not to provide a practical application to kitchen floors, but to give a framework that imbues the expressions with an external meaning.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1496411304813{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Kitchen Floor Tiles<\/h5>\n

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\"Achievement
The purpose of this task is to provide students practice in drawing conclusions about expressions they might encounter in classes outside mathematics, by parsing them in terms of their algebraic structure.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499887970341{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
The Physics Professor<\/h5>\n

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\"Achievement
This question provides students with an opportunity to see expressions as constructed out of a sequence of operations: first taking the square root of n, then dividing the result of that operation into s.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499888859806{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Quadrupling Leads to Halving<\/h5>\n

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\"Achievement
In this task students have to interpret expressions involving two variables in the context of a real world situation.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499889446914{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Animal Populations<\/h5>\n

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\"Achievement
The purpose of this task is to model the population data for London with a variety of different functions.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499890140597{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Modeling London’s Population<\/h5>\n

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\"Achievement
Students examine and answer questions related to a scenario similar to a ``mixture`` problem involving two different mixtures of fertilizer. In this example, students determine and then compare expressions that correspond to concentrations of various mixtures. Ultimately, students generalize the problem and verify conclusions using algebraic rather than numerical expressions.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1496411341680{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Mixing Fertilizer<\/h5>\n

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\"Achievement
It may prove instructive to have students try a few numerical values to get a feeling for this problem.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499888144910{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Increasing or Decreasing? Variation 1<\/h5>\n

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\"Achievement
This task assumes students are familiar with mixing problems. This approach brings out different issues than simply asking students to solve a mixing problem, which they can often set up using patterns rather than thinking about the meaning of each part of the equations.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499889093688{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Mixing Candies<\/h5>\n

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\"Achievement
The task has students look for structure in algebraic expressions related to a context, and asks them to relate that structure to the context.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499889798192{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Delivery Trucks<\/h5>\n

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\"Achievement
The task provides a reasonably straight-forward introduction to interpreting the parameters of an exponential function in terms of a modeling context.<\/i><\/a><\/div><\/div><\/div><\/div><\/div>[vc_column_text css=”.vc_custom_1499891179270{margin-top: 0px !important;border-top-width: 0px !important;padding-top: 0px !important;padding-left: 10px !important;background-color: #8dc53e !important;}”]<\/p>\n
Exponential Parameters<\/h5>\n

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