Montana Math MT.CORE.ALG.MOD.1.b
The Standard
- MT.CORE.ALG.MOD.1
- Model situations in context, with linear, quadratic, and exponential functions. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities by: Determining if a set of data is best modeled by a linear function, quadratic function, exponential function, or none, and explaining why, and Understanding that there are contexts where solutions may not lie on the curve.
Model situations in context, with linear, quadratic, and exponential functions. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities by: Understanding that there are contexts where solutions may not lie on the curve.
2026 Montana Mathematics Content Standards · Algebraic and Functional Reasoning
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use tables and graphs to model situations with linear, quadratic, or exponential functions. They look for equal changes, changing differences, or equal ratios. They explain why a real result may fall off a model's curve.
What Mastery Looks Like
- A student can choose a function, write a rule, and use it to make a prediction. They can compare that prediction with an actual result and explain the difference.
Common Misconceptions
- Students may think every real data point must land on the model's curve. They may call any growing pattern exponential or accept a prediction of half a person without checking the context.
How to Assess It
- For a fictional community event at Salish Kootenai College, total sign-ups on days 0 to 3 are 20, 30, 40, and 52. Ask students to write a linear model using days 0 to 2, then explain why day 3 falls off its graph.
Lesson moves
Ways to Teach It
With counters, build and graph three patterns across four rounds: start at 2 and add 3, make square arrays, and double from 1.
Show pairs the fictional college sign-up counts 20, 30, 40, and 52, and ask what could explain two more sign-ups than predicted.
Have pairs match table cards showing 5, 8, 11; 2, 5, 6, 5; and 3, 6, 12 to three function graphs.
Graph a linear prediction for school garden plant height, then measure three plants and mark which heights fall off the line.
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Related Standards
- MT.PLUS.ALG.MOD.1.b
Understanding that there are contexts where solutions may not lie on the curve.
- MT.CORE.ALG.FUN.3.a
Understanding that different representations highlight different aspects of functions, choosing the representation that is appropriate for the context, and
- MT.CORE.ALG.MOD.1
Model situations in context, with linear, quadratic, and exponential functions. This standard should incorporate cultural context relating to Montana Indigenous...
- MT.PLUS.DATA.NORM.3
Estimate areas under a normal curve to solve problems in context, using calculators, spreadsheets, and tables as appropriate.
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