Ny state learning standard 3 mathematics at the commencement level
Download
1 / 28

NY State Learning Standard 3- Mathematics at the Commencement Level - PowerPoint PPT Presentation


  • 268 Views
  • Uploaded on

NY State Learning Standard 3- Mathematics at the Commencement Level By Andrew M. Corbett NY State HS Math Teacher Click to continue >>>

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

PowerPoint Slideshow about 'NY State Learning Standard 3- Mathematics at the Commencement Level' - albert


An Image/Link below is provided (as is) to download presentation

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
Ny state learning standard 3 mathematics at the commencement level l.jpg

NY State Learning Standard 3-Mathematics at the Commencement Level

By Andrew M. Corbett

NY State HS Math Teacher

Click to continue >>>


Slide2 l.jpg

Standard 3- MathematicsOUR Goal - Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

  • This presentation will focus on the 7 Key Ideas at the commencement level for the new state mathematics standards.

    Click to

    Continue >>>


Terminology l.jpg
Terminology

  • Key Ideas- these are the seven standards associated with the mathematics section of New York State Standard Number 3 – Learning Standard for Mathematics, Science, and Technology. Denoted with keys by the heading in this presentation

  • Performance Indicators- these are what the students are to be expected to be able to accomplish at graduation. Denoted with background during this presentation.

  • Sample Tasks-some specific examples of what the student could perform to show their comprehension. Denoted with background during this presentation.

click to start the show


Main menu key ideas l.jpg
Main Menu- Key Ideas

  • 1) Mathematical Reasoning

  • 2) Number and Numeration

  • 3)Operations

  • 4)Modeling/Multiple Representation

  • 5)Measurement

  • 6)Uncertainty

  • 7)Patterns/ Functions


Mathematical reasoning l.jpg
Mathematical Reasoning

  • 1. Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.

Main Menu

Performance Indicators


Performance indicators for mathematical reasoning l.jpg
Performance Indicators for Mathematical Reasoning

• construct simple logical arguments.

• follow and judge the validity of logical arguments.

• use symbolic logic in the construction of valid arguments.

• construct proofs based on deductive reasoning.

Main Menu

Sample Tasks


Sample tasks for mathematical reasoning l.jpg
Sample Tasks for Mathematical Reasoning

  • prove that an altitude of an isosceles triangle, drawn to the

    base, is perpendicular to that base.

  • determine whether or not a given logical sentence is a tautology.

  • show that the triangle having vertex coordinates of (0,6), (0,0),and (5,0) is a right triangle

Main Menu


Number and numeration l.jpg
Number and Numeration

2. Students use number sense and numeration todevelop an understanding of the multiple uses of numbersin the real world, the use of numbers to communicatemathematically, and the use of numbers in thedevelopment of mathematical ideas.

Main Menu

Performance Indicators


Performance indicators for number and numeration l.jpg
Performance Indicators for Number and Numeration

• understand and use rational and irrational numbers.

• recognize the order of the real numbers.

• apply the properties of the real numbers to varioussubsets of numbers.

Main Menu

Sample Tasks


Sample tasks for number and numeration l.jpg
Sample Tasks for Number and Numeration

This is evident, for example, when students:

  • determine from the discriminate of a quadratic equationwhether the roots are rational or irrational.

  • give rational approximations of irrational numbers to a specific degree of accuracy.

  • determine for which value of x the expression(2x + 6)/(x-7) is undefined.

Main Menu


Operations l.jpg
Operations

3. Students use mathematical operations and relationships among them to understand mathematics.

Main Menu

Performance Indicators


Performance indicators for operations l.jpg
Performance Indicators for Operations

  • Use addition, subtraction, multiplication, division, and exponentiation with real numbers and algebraic expressions.

  • Develop an understanding of and use the composition of functions and transformations.

  • Explore and use negative exponents on integers and algebraic expressions.

  • Use field properties to justify mathematical procedures.

  • Use transformations on figures and functions in the coordinate plane.

Main Menu

Sample Tasks


Sample tasks for operations l.jpg
Sample Tasks for Operations

  • Determine the coordinates of triangle A(2,5), B(9,8), and C(3,6) after a translation (x,y) => (x+3, y-1).

  • Evaluate the binary operation defined as

    x * y = x^2 + (y + x)^2 for 3 * 4.

  • Identify the field properties used in solving the equation 2(x-5) + 3 = x + 7.

Main Menu


Modeling multiple representation l.jpg
Modeling/Multiple Representation

4. Students use mathematical modeling/multiplerepresentation to provide a means of presenting,interpreting, communicating, and connecting mathematical information and relationships.

Main Menu

Performance Indicators


Performance indicators for modeling multiple representation l.jpg
Performance Indicators for Modeling/Multiple Representation

• use learning technologies to make and verify geometricconjectures .

• represent problem situations symbolically by usingalgebraic expressions, sequences, tree diagrams,geometric figures, and graphs.

• manipulate symbolic representations to explore concepts

at an abstract level.

• choose appropriate representations to facilitate the solving of a problem.

Main Menu

Performance Indicators con’t


Performance indicators for modeling multiple representation continued l.jpg
Performance Indicators for Modeling/Multiple Representation continued

• justify the procedures for basic geometric constructions.

• investigate transformations in the coordinate plane.

• develop meaning for basic conic sections.

• develop and apply the concept of basic loci to compoundloci.

• use graphing utilities to create and explore geometricand algebraic models.

• model real-world problems with systems of equations andinequalities.

Main Menu

Sample Tasks


Sample tasks for modeling multiple representation l.jpg
Sample Tasks for Modeling/Multiple Representation continued

This is evident, for example, when students:

  • determine the locus of points equidistant from two parallel lines.

  • explain why the basic construction of bisecting a line is valid.

  • describe the various conics produced when the equation

    ax^2+ by^2 = c^2 is graphed for various values of a, b, and c.

Main Menu


Measurement l.jpg
Measurement continued

5. Students use measurement in both metric andEnglish measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.

Performance Indicators

Main Menu


Performance indicators for measurement l.jpg
Performance Indicators for Measurement continued

• derive and apply formulas to find measures such aslength, area, volume, weight, time, and angle in real-worldcontexts.

• choose the appropriate tools for measurement.

• use dimensional analysis techniques.

• use statistical methods including measures of centraltendency to describe and compare data.

• use trigonometry as a method to measure indirectly.

Performance Indicators con’t

Main Menu


Performance indicators for measurement continued l.jpg
Performance Indicators for Measurement continued continued

• apply proportions to scale drawings, computer-assisteddesign blueprints, and direct variation in order to

• relate absolute value, distance between two points, andthe slope of a line to the coordinate plane.

• understand error in measurement and its consequenceon subsequent calculations.

• use geometric relationships in relevant measurementproblems involving geometric concepts.

Main Menu

Sample Tasks


Sample tasks for measurement l.jpg
Sample Tasks for Measurement continued

This is evident, for example, when students:

  • change mph to ft/sec.

  • use the tangent ratio to determine the height of a tree.

  • determine the distance between two points in the coordinate plane.

Main Menu


Uncertainty l.jpg
Uncertainty continued

6. Students use ideas of uncertainty to illustrate thatmathematics involves more than exactness when dealing with everyday situations.

Main Menu

Performance Indicators


Performance indicators for uncertainty l.jpg
Performance Indicators for Uncertainty continued

• judge the reasonableness of results obtained from applications in algebra, geometry, trigonometry, probability, and statistics.

• judge the reasonableness of a graph produced by acalculator or computer.

• use experimental or theoretical probability to represent and solve problems involving uncertainty.

• use the concept of random variable in computing probabilities.

• determine probabilities using permutations and combinations.

Main Menu

Sample Tasks


Sample tasks for uncertainty l.jpg
Sample Tasks for Uncertainty continued

  • This is evident, for example, when students:

  • construct a tree diagram or sample space for a compound event.

  • calculate the probability of winning the New York State Lottery.

  • develop simulations for probability problems for which they do not have theoretical solutions.

Main Menu


Patterns functions l.jpg
Patterns/Functions continued

7. Students use patterns and functions to developmathematical power, appreciate the true beauty of mathematics, and construct generalizations thatdescribe patterns simply and efficiently.

Main Menu

Performance Indicators


Performance indicators for patterns functions l.jpg
Performance Indicators for Patterns/Functions continued

• use function vocabulary and notation.

• represent and analyze functions using verbal descriptions, tables, equations, and graphs.

• translate among the verbal descriptions, tables, equations and graphic forms of functions.

• analyze the effect of parametric changes on the graphs of functions.

Main Menu

Performance Indicators con’t


Performance indicators for patterns functions continued l.jpg
Performance Indicators for Patterns/Functions continued continued

• apply linear, exponential, and quadratic functions in the solution of problems.

• apply and interpret transformations to functions.

• model real-world situations with the appropriate function.

• apply axiomatic structure to algebra and geometry.

Main Menu

Sample Tasks


Sample tasks for patterns functions l.jpg
Sample Tasks for Patterns/Functions continued

This is evident, for example, when students:

  • determine, in more than one way, whether or not a specific relation is a function.

  • explain the relationship between the roots of a quadratic equation and the intercepts of its corresponding graph.

  • use transformations to determine the inverse of a function.

Main Menu


ad