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Common Core
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CCSS.Math.Content.HSA-CED.A.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
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- I can write and evaluate a simple one-variable equation or inequality from a prom expense card (e.g., total cost ≤ budget)
- I can identify what quantity the inequality is comparing and choose a basic solvable form.
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- I can create a one-variable equation or inequality to represent one prom spending decision and use it to check if a choice is possible
- I can solve the equation/inequality and explain how the result connects to whether my plan fits the budget.
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- I can create equations and inequalities in one variable from prom scenarios and use them to test multiple possible spending decisions (including linear forms)
- I can justify my solution method step-by-step and use results to propose an improvement to my budget plan.
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- I can create and use equations and inequalities in one variable to model prom planning decisions and constraints, and I can select and revise solutions that make my plan viable
- I can extend my modeling by using equations that come from different function types (linear and simple quadratic/rational/exponential when appropriate) and clearly defend why my final choice works with constraints and resource goals.
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Common Core
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CCSS.Math.Content.HSA-CED.A.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
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- I can create an equation with two variables that matches a simple prom cost or ticket-price relationship and label what each variable means, with teacher guidance
- I can graph the equation on coordinate axes with a labeled scale and tell which quantities it helps me compare in my budget model.
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- I can create equations in two or more variables to represent prom relationships (like total cost from items or ticket revenue from price and quantity) and explain how the equation represents the situation
- I can graph the equation on coordinate axes using an appropriate scale and interpret what points or solutions mean for my planning choices.
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- I can create and refine multiple equations in two or more variables to model relationships among prom costs, fundraising income, and ticket pricing, and I can justify why each equation fits the quantities in my plan
- I can graph my equations accurately, interpret labeled coordinates in context, and use the graphs to propose improvements that better meet budget and guest-count goals.
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- I can develop a set of equations in two or more variables that fully represents my prom model, including variables and relationships that respond to constraints, and I can revise them based on feedback from my team and a community partner
- I can graph equations with clear labels, scales, and correct interpretation, then use the modeled relationships to manage resources and confidently explain why my proposed plan is viable.
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Common Core
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CCSS.Math.Content.HSA-CED.A.3 - Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
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- I can represent one prom budgeting constraint as an inequality (e.g., “spending must be less than budget”) and describe whether a simple candidate spending choice seems viable or nonviable using plain language.
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- I can model multiple prom budgeting constraints with correct inequalities and/or a system, and I can interpret the solution(s) as viable or nonviable options by checking them against the given budget and guest-count limits.
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- I can build and revise equations/inequalities that represent prom cost and ticket-price relationships, graph or otherwise show the constraint region, and justify why specific proposed plans are viable or nonviable in a modeling context.
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- I can create a complete constraint-based model (equations/inequalities and/or systems), accurately interpret solutions as viable vs
- nonviable, and use model evidence to propose improvements to the prom plan while managing resources and constraints effectively.
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Common Core
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CCSS.Math.Content.HSA-REI.A.1 - 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.
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- I can explain what each step in my equation is doing and name which numbers/variables are related to prom costs, income, or tickets, with support from my teacher or teammates
- I can check whether my solution seems to make sense in the context using a basic reasoning statement.
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- I can explain each step of solving a simple equation and connect it to the equality shown (e.g., what I do to one side I do to the other side) when modeling prom decisions
- I can justify why my solution method works for a problem where an answer is expected by referencing the context and what the solution means for affordability.
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- I can explain each step in solving a simple equation as following from the equality of numbers at the previous step, and I can construct a clear, logical argument for why my method gives a valid solution
- I can use the solution to make or revise a viable spending decision and propose an improvement to my model based on what the equation reveals about constraints like budget and guest counts.
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- I can justify my equation-solving method with a strong viable argument by explaining the equality reasoning at every step and verifying the solution’s meaning in the prom planning context
- I can independently use the solution to manage resources and constraints, recommend an improvement to the team’s model, and defend why the chosen approach reliably leads to a feasible plan.
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Common Core
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CCSS.Math.Content.HSA-REI.B.3 - Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
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- I can solve a basic linear equation or inequality in one variable by using a teacher-provided step-by-step method and checking that my answer makes the statement true
- I can explain my solution using correct math vocabulary (like solution, variable, and inequality).
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- I can solve linear equations and inequalities in one variable, including those with a letter as a coefficient, and I can show the steps I used to get the solution
- I can check and interpret whether my solution is a viable spending/ticket decision in the prom budget context.
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- I can solve linear equations and inequalities in one variable, including using coefficients represented by letters, and I can justify each step as coming from properties of equality/inequality
- I can use my solution to propose an improvement to my prom plan by revising a constraint or decision and explaining how that change affects viability.
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- I can independently create and solve linear equations and inequalities in one variable with letter coefficients, clearly showing and justifying each step and verifying the solution
- I can use my solved inequality/equation to manage constraints and resource decisions, producing a revised, well-supported prom budgeting choice and defending it with mathematical reasoning tied to the model.
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Common Core
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CCSS.Math.Content.HSA-REI.C.6 - Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
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- I can recognize and describe the two linear relationships in a prom budget situation and identify what quantities they represent (e.g., costs vs
- income)
- I can match equations/graphs to whether they overlap or do not overlap, using the idea of an intersection to find a possible solution.
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- I can create and solve simple systems of two linear equations from a prom scenario, using substitution or elimination when appropriate
- I can estimate a solution from graphs and explain what the solution point means for whether my prom plan meets both constraints at once.
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- I can solve a pair of linear equations exactly and approximately (graphing) and compare the results in a modeling context
- I can justify my method step-by-step and interpret the intersection point as a viable plan with clear meaning for budget and guest-count decisions.
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- I can solve systems of linear equations exactly and approximately, using graphs with labeled scales and correct coordinates
- I can use the solution to make and defend a realistic prom budgeting decision, and I can propose improvements to my model when feedback shows constraints are not met or values need revision.
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Common Core
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CCSS.Math.Content.HSA-REI.D.12 - Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
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- I can plot and label a graph for a linear inequality in two variables when the inequality and boundary style (solid or dashed) are provided, and I can identify the correct half-plane region that represents viable choices
- I can use my model to point to at least one option that fits (or does not fit) the constraint using clear evidence from the graph.
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- I can graph a linear inequality in two variables as a half-plane by drawing the correct boundary line and shade in the correct direction, including excluding the boundary when the inequality is strict
- I can graph a system of two linear inequalities by finding the intersection of the half-planes and determine which choices are viable under the budget/guest-count constraints.
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- I can graph linear inequalities and systems in two variables accurately, using labeled axes and scales, and I can justify whether specific points (ticket prices/quantities) are in or out of the feasible region
- I can propose one improvement to my plan (e.g., adjusting spending or ticket pricing) based on what the feasible region shows, and I can explain how that change affects viability.
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- I can model prom budgeting constraints by graphing linear inequalities and systems as half-planes and their intersection with precision (correct boundary type, shading, and region labeling)
- I can defend a revised, viable spending decision with a step-by-step explanation connecting the graph to the inequality/system solution and interpret the results as realistic options for resource management and constraints.
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