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Common Core: Standard
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Common Core: Math
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 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...

 In Spring 2015, New York State administered the first Regents Examination in Mathematics: Geometry (Common Core) intended to provide students, families, educators, and the public measures of student...

 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,...

 Curriculum & Instruction: Planning and Implementing Scaffolds in Mathematics to Support Struggling Students Including Students with Disabilities Presenters: Kathleen R. Scholand, Mattituck...

 Student Outcomes Students determine the area of a cyclic quadrilateral as a function of its side lengths and the acute angle formed by its diagonals. Students prove Ptolemy’s theorem, which states...

 Student Outcomes Students show that a quadrilateral is cyclic if and only if its opposite angles are supplementary. Students derive and apply the area of cyclic quadrilateral ABCD as 1/2 AB·CD·sin(w...

 The module concludes with Topic E focusing on the properties of quadrilaterals inscribed in circles and establishing Ptolemy's theorem. This result codifies the Pythagorean theorem, curious facts...

 Student Outcomes Given a circle, students find the equations of two lines tangent to the circle with specified slopes. Given a circle and a point outside the circle, students find the equation of the...

 Student Outcomes Students complete the square in order to write the equation of a circle in centerradius form. Students recognize when a quadratic in x and y is the equation for a circle.

 Student Outcomes Students write the equation for a circle in centerradius form, (x  a)2 (y  b)2 = r2 using the Pythagorean theorem or the distance formula. Students write the equation of a circle...

 Topic D brings in coordinate geometry to establish the equation of a circle. Students solve problems to find the equations of specific tangent lines or the coordinates of specific points of contact...

 Student Outcomes Students find “missing lengths” in circlesecant or circlesecanttangent diagrams.

 Student Outcomes Students find the measures of angle/arcs and chords in figures that include two secant lines meeting outside a circle, where the measures must be inferred from other data.

 Student Outcomes Students understand that an angle whose vertex lies in the interior of a circle intersects the circle in two points and that the edges of the angles are contained within two secant...

 Student Outcomes Students use the inscribed angle theorem to prove other theorems in its family (different angle and arc configurations and an arc intercepted by an angle at least one of whose rays...

 Student Outcomes Students use tangent segments and radii of circles to conjecture and prove geometric statements, especially those that rely on the congruency of tangent segments to a circle from a...

 Student Outcomes Students discover that a line is tangent to a circle at a given point if it is perpendicular to the radius drawn to that point. Students construct tangents to a circle through a...

 In Topic C, students explore geometric relations in diagrams of two secant lines, or a secant and tangent line (possibly even two tangent lines), meeting a point inside or outside of a circle. They...

 Student Outcomes When students are provided with the angle measure of the arc and the length of the radius of the circle, they understand how to determine the length of an arc and the area of a...

 Student Outcomes Congruent chords have congruent arcs, and the converse is true. Arcs between parallel chords are congruent.

 Student Outcomes Define the angle measure of arcs, and understand that arcs of equal angle measure are similar. Restate and understand the inscribed angle theorem in terms of arcs: The measure of an...

 Topic B defines the measure of an arc and establishes results relating chord lengths and the measures of the arcs they subtend. Students build on their knowledge of circles from Module 2 and prove...

 Student Outcomes Use the inscribed angle theorem to find the measures of unknown angles. Prove relationships between inscribed angles and central angles.

 Student Outcomes Prove the inscribed angle theorem: The measure of a central angle is twice the measure of any inscribed angle that intercepts the same arc as the central angle. Recognize and use...