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Common Core: Math
Subject: Math
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 In Spring 2016, New York State administered the first Regents Examination in Mathematics: Algebra II (Common Core) intended to provide students, families, educators, and the public measures of...

 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...

 In January 2011, the NYS Board of Regents adopted the NYS P12 Common Core Learning Standards (CCLS), which include the Common Core State Standards and a small number of additional unique standards...

 With the adoption of the New York P12 Common Core Learning Standards (CCLS) in ELA/Literacy and Mathematics, the Board of Regents signaled a shift in both instruction and assessment. Educators...

 The Board of Regents (BOR) adopted the Common Core State Standards in July 2010 and in January 2011, the Board adopted the NYS P12 Common Core Learning Standards (CCLS), which include the Common...

 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,...

 Student Outcomes Students use probability concepts to make decisions in a variety of contexts.

 Student Outcomes Students use probability concepts to make decisions in a variety of contexts.

 Student Outcomes Students use probability to learn what it means for a game to be fair. Students determine whether or not a game is fair. Students determine what is needed to make fair an unfair game...

 Student Outcomes Students use probabilities to make fair decisions (e.g., drawing by lots, using a randomnumber generator).

 Student Outcomes Students calculate expected values. Students make rational decisions based on calculated expected values.

 Student Outcomes Students use expected pay off to compare strategies for a simple game of chance.

 Student Outcomes Students analyze simple games of chance. Students calculate expected pay off for simple games of chance. Students interpret expected pay off in context.

 Topic C is a capstone topic for this module, where students use what they have learned about probability and expected value to analyze strategies and make decisions in a variety of contexts (S.MD.B....

 Student Outcomes Students use empirical data to estimate probabilities associated with a discrete random variable. Students interpret probabilities in context.

 Student Outcomes Students use empirical data to estimate probabilities associated with a discrete random variable. Students interpret probabilities in context.

 Student Outcomes Given a description of a discrete random variable, students determine the probability distribution of that variable. Students interpret probabilities in context.

 Student Outcomes Given a description of a discrete random variable, students determine the probability distribution of that variable.

 Student Outcomes Students interpret expected value in context.

 Student Outcomes Students calculate the expected value of a discrete random variable.

 In this topic, students first distinguish between discrete and continuous random variables and then focus on probability distributions for discrete random variables. In the early lessons of this...

 Student Outcomes Given the probability distribution of a discrete random variable in table or graphical form, students describe the longrun behavior of the random variable. Given a discrete...

 Student Outcomes Students distinguish between discrete random variables and continuous random variables. Given the probability distribution for a discrete random variable in table or graphical form,...