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Common Core: Math
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 Student Outcomes Students use the quadratic formula to solve quadratic equations that cannot be easily factored. Students understand that the discriminant, b2  4ac, can be used to determine whether...

 NYSED is working on an initiative to translate the mathematics curriculum modules into the top 5 languages spoken in New York State, including Spanish, Chinese (Simplified and Traditional), Arabic,...

 Algebra I Module 3: Linear and Exponential Functions In earlier grades, students define, evaluate, and compare functions and use them to model relationships between quantities. In this module,...

 Algebra I Module 2: Descriptive Statistics In this module, students reconnect with and deepen their understanding of statistics and probability concepts first introduced in Grades 6, 7, and 8. ...

 Algebra I Module 1: Relationships Between Quantities and Reasoning with Equations and Their Graphs In this module students analyze and explain precisely the process of solving an equation. Through...

 Performance Level Descriptions Performance Level Descriptions (PLDs) describe the range of knowledge and skills students should demonstrate at a given performance level. How were the PLDs developed...

 Algebra I Module 5: A Synthesis of Modeling with Equations and Functions In Module 5, students synthesize what they have learned during the year about functions to select the correct function type in...

 In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P12 English Language Arts and Mathematics that schools...

 Algebra I Module 4: Polynomial and Quadratic Expressions, Equations, and Functions In earlier modules, students analyze the process of solving equations and developing fluency in writing,...

 Updated Modules and Curricular Resources The tables below reflect Mathematics and English Language Arts curricular materials and resources that have been updated. As additional materials are updated...

 The new Scaffolding Instruction for English Language Learners Resource Guides for ELA and Mathematics provide guidance to educators on how to take the curriculum materials on EngageNY and provide...

 In Topic A, students explore arithmetic and geometric sequences as an introduction to the formal notation of functions (FIF.A.1, FIF.A.2). They interpret arithmetic sequences as linear functions...

 In Topic B, students connect their understanding of functions to their knowledge of graphing from Grade 8. They learn the formal definition of a function and how to recognize, evaluate, and...

 In Topic C, students extend their understanding of piecewise functions and their graphs including the absolute value and step functions. They learn a graphical approach to circumventing complex...

 Topic A introduces polynomial expressions. In Module 1, students learned the definition of a polynomial and how to add, subtract, and multiply polynomials. Here, their work with multiplication is...

 Students apply their experiences from Topic A as they transform quadratic functions from standard form to vertex form, (x) = a(x  h)2 + k in Topic B. The strategy known as completing the square is...

 In Topic C, students explore the families of functions that are related to the parent functions, specifically for quadratic (f(x) = x2), square root (f(x) = the square root of x), and cube root (f(x...

 Topic A focuses on the skills inherent in the modeling process: representing graphs, data sets, or verbal descriptions using explicit expressions (FBF.A.1a) when presented in graphic form in Lesson...

 Tables, graphs, and equations all represent models. We use terms such as “symbolic” or “analytic” to refer specifically to the equation form of a function model; “descriptive model” refers to a...

 In Topic D, students are formally introduced to the modeling cycle (see page 61 of the CCLS) through problems that can be solved by creating equations and inequalities in one variable, systems of...

 In Topic A, students observe and describe data distributions. They reconnect with their earlier study of distributions in Grade 6 by calculating measures of center and describing overall patterns or...

 In Topic B, students reconnect with methods for describing variability first seen in Grade 6. Topic B deepens students’ understanding of measures of variability by connecting a measure of the center...

 In Topic C, students reconnect with previous work in Grade 8 involving categorical data. Students use a twoway frequency table to organize data on two categorical variables. Students calculate the...

 In Topic D, students analyze relationships between two quantitative variables using scatterplots and by summarizing linear relationships using the least squares regression line. Models are proposed...