1 / 29

# New York State Mathematics - PowerPoint PPT Presentation

New York State Mathematics Core Curriculum 2005 Curriculum, Instruction and Instructional Technology Anne Schiano Assistant Director [email protected] (518) 474-5922 Board of Regents Approves NYS Learning Standard in Mathematics and NYS Mathematics Core Curriculum 2005

Related searches for New York State Mathematics

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## PowerPoint Slideshow about 'New York State Mathematics' - jana

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

### New York State MathematicsCore Curriculum2005

Anne Schiano

Assistant Director

(518) 474-5922

• NYS Learning Standard in

• Mathematics

• and

• NYS Mathematics

• Core Curriculum

• 2005

Learning Standard 3: Mathematics

• Students will:

• •understand the concepts of and become proficient with the skills of mathematics;

• •communicate and reason mathematically;

• •become problem solvers by using appropriate tools and strategies;

• through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.

• The Three Components

• Conceptual Understanding consists of those relationships constructed internally and connected to already existing ideas.

• Procedural Fluencyis the skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.

• Problem Solving is the ability to formulate, represent, and solve mathematical problems.

• Process and Content Strands

Performance Indicators which:

• define a broad range of content knowledge that students must master

• are taught in an integrated manner

• engage students in construction of knowledge

• integrate conceptual understanding and problem solving

• should not be viewed as a checklist of skills void of understanding and application

• Students will:

• •understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems;

• •understand meanings of operations and procedures, and how they relate to one another;

• •compute accurately and make reasonable estimates.

• Students will:

• •represent and analyze algebraically a wide variety of problem solving situations;

• •perform algebraic procedures accurately;

• •recognize, use, and represent algebraically patterns, relations, and functions.

•  Students will:

• •use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes;

• •identify and justify geometric relationships, formally and informally;

• •apply transformations and symmetry to analyze problem solving situations;

• •apply coordinate geometry to analyze problem solving situations.

• Students will:

• •determine what can be measured and how, using appropriate methods and formulas;

• •use units to give meaning to measurements;

• •understand that all measurement contains error and be able to determine its significance;

• •develop strategies for estimating measurements.

• Students will:

• •collect, organize, display, and analyze data;

• •make predictions that are based upon data analysis;

• •understand and apply concepts of probability.

Performance Indicators which:

• highlight ways of acquiring and using content knowledge

• give meaning to mathematics as a discipline rather than a set of isolated skills

• engage students in mathematical content as they solve problems, reason mathematically, prove mathematical relationships, participate in mathematical connections, and model and represent mathematical ideas

• Students will:

• •build new mathematical knowledge through problem solving;

• •solve problems that arise in mathematics and in other contexts;

• •apply and adapt a variety of appropriate strategies to solve problems;

• •monitor and reflect on the process of mathematical problem solving.

• Students will:

• •recognize reasoning and proof as fundamental aspects of mathematics;

• •make and investigate mathematical conjectures;

• •develop and evaluate mathematical arguments and proofs;

• •select and use various types of reasoning and methods of proof.

• Students will:

• •organize and consolidate their mathematical thinking through communication;

• •communicate their mathematical thinking coherently and clearly to peers, teachers, and others;

• •analyze and evaluate the mathematical thinking and strategies of others;

• •use the language of mathematics to express mathematical ideas precisely.

• Students will:

• •recognize and use connections among mathematical ideas;

• •understand how mathematical ideas interconnect and build on one another to produce a coherent whole;

• •recognize and apply mathematics in contexts outside of mathematics.

• Students will:

• •create and use representations to organize, record, and communicate mathematical ideas;

• •select, apply, and translate among mathematical representations to solve problems;

• •use representations to model and interpret physical, social, and mathematical phenomena.

### Bands within the Content Strands

• Number Systems

• Number Theory

• Operations

• Estimation

• Variables and Expressions

• Equations and Inequalities

• Patterns, Relations, and Functions

• Coordinate Geometry

• Trigonometric Functions

•Shapes

•Geometric Relationships

•Transformational Geometry

•Coordinate Geometry

•Constructions

•Locus

•Informal Proofs

•Formal Proofs

• Units of Measurement

• Tools and Methods

• Units

• Error and Magnitude

• Estimation

• Collection of Data

• Organization and Display of Data

• Analysis of Data

• Predictions from Data

• Probability

### Guide to Reading the Document

Problem Solving

Students will build new mathematical knowledge through problem solving.

PK.PS.1 Explore, examine, and make observations about a social problem or mathematical situation

Major Understanding

Strand

Performance

Indicator

Number Sense and Operations

Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.

Number Systems  PK.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 10)

Major

Understanding

Strand

Performance

Indicator

Band

• PK – Prekindergarten

• K – Kindergarten

• PS – Problem Solving

• RP – Reasoning and Proof

• CM – Communication

• CN – Connections

• R – Representation

• N – Number Sense and Operations

• A – Algebra

• G – Geometry

• M – Measurement

• S – Statistics and Probability