Math Core
Math Core
Math Core
Mathematics
Core Curriculum
MST Standard 3
Prekindergarten - Grade 12
Revised March 2005
Tonawanda
Hollis
Staten Island
New Rochelle
Peru
North Syracuse
New York
Belle Harbor
Buffalo
Hartsdale
Albany
Bronx
Binghamton
Rochester
New York
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Acknowledgment
The State Education Department acknowledges the following individuals who substantially
contributed to the content of the revised Mathematics Core Curriculum.
Sherri Blais
Teacher of Mathematics
Monticello School District
Judith Blood
Elementary Teacher
Ithaca School District
James Boswell
Alternative Education Teacher
Capital Region BOCES
William Brosnan
Superintendent of Schools
Northport-East Northport School District
Jacqueline Bull
Coordinator of Mathematics, K-8
Clarence School District
Melba Campbell
Teacher of Mathematics
Samuel Gompers High School (NYC)
William Caroscio
Teacher of Mathematics
Elmira School District
Vincent Cullen
Certified Public Accountant
Long Island
Andrew Giordano
Construction Engineer
Albany
Carolyn Goldberg
Professor of Mathematics
Niagara County Community College
Robert Gyles
Professor of Mathematics Education
CUNY Hunter (NYC)
Daniel Jaye
Assistant Principal/Math Teacher
Stuyvesant High School (NYC)
Carlos X. Leal
Elementary Math Lead Teacher
Rochester School District
Jennifer Lorio
Elementary Teacher
Yonkers School District
Gwen McKinnon
Middle School Principal
Syracuse School District
Theresa McSweeney
Teacher of Mathematics
Marcellus School District
Brenda Myers
Deputy Superintendent
Broome-Tioga BOCES
Miguelina Ortiz
Elementary Teacher
Baldwin School District
Alfred Posamentier
Dean, School of Education, City College
Professor of Mathematics
Roderick Sherman
Teacher of Mathematics
Plattsburgh School District
Susan Solomonik
Math coach/Teacher
IS 119 (NYC)
Debra Sykes
Director of Mathematics
Buffalo School District
Thomas Tucker
Professor of Mathematics
Colgate University, Hamilton
Stephen West
Professor of Mathematics
SUNY Geneseo
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Introduction
Every teacher of mathematics, whether at the elementary, middle, or high school level,
has an individual goal to provide students with the knowledge and understanding of the
mathematics necessary to function in a world very dependent upon the application of
mathematics. Instructionally, this goal translates into three components:
conceptual understanding
procedural fluency
problem solving
Conceptual understanding consists of those relationships constructed internally and
connected to already existing ideas. It involves the understanding of mathematical ideas and
procedures and includes the knowledge of basic arithmetic facts. Students use conceptual
understanding of mathematics when they identify and apply principles, know and apply facts and
definitions, and compare and contrast related concepts. Knowledge learned with understanding
provides a foundation for remembering or reconstructing mathematical facts and methods, for
solving new and unfamiliar problems, and for generating new knowledge.
Procedural fluency is the skill in carrying out procedures flexibly, accurately, efficiently,
and appropriately. It includes, but is not limited to, algorithms (the step-by-step routines needed
to perform arithmetic operations). Although the word procedural may imply an arithmetic
procedure to some, it also refers to being fluent with procedures from other branches of
mathematics, such as measuring the size of an angle using a protractor. The use of calculators
need not threaten the development of students computational skills. On the contrary, calculators
can enhance both understanding and computing if used properly and effectively. Accuracy and
efficiency with procedures are important, but they should be developed through understanding.
When students learn procedures through understanding, they are more likely to remember the
procedures and less likely to make common computational errors.
Problem solving is the ability to formulate, represent, and solve mathematical problems.
Problems generally fall into three types:
one-step problems
multi-step problems
process problems
Most problems that students will encounter in the real world are multi-step or process problems.
Solution of these problems involves the integration of conceptual understanding and procedural
knowledge. Students need to have a broad range of strategies upon which to draw. Selection of
a strategy for finding the solution to a problem is often the most difficult part of the solution.
Therefore, mathematics instruction must include the teaching of many strategies to empower all
students to become successful problem solvers. A concept or procedure in itself is not useful in
problem solving unless one recognizes when and where to use it as well as when and where it
does not apply. Many textbook problems are not typical of those that students will meet in real
life. Therefore, students need to be able to have a general understanding of how to analyze a
problem and how to choose the most useful strategy for solving the problem.
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performance indicators. The performance indicators should not be viewed as a checklist of skills
void of understanding and application.
Students will only become successful in mathematics if they see mathematics as a whole,
not as isolated skills and facts. As school districts develop their own mathematics curriculum
based upon the statements in this standards document, attention must be given to both content
and process strands. Likewise, as teachers develop their instructional plans and their assessment
techniques, they also must give attention to the integration of process and content. To do
otherwise would produce students who have temporary knowledge and who are unable to apply
mathematics in realistic settings. Curriculum, instruction, and assessment are intricately related
and must be designed with this in mind. All three domains must address conceptual
understanding, procedural fluency, and problem solving. If this is accomplished, school districts
will produce students who will (1) have mathematical knowledge, (2) have an understanding of
mathematical concepts, and (3) be able to apply mathematics in the solution of problems.
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School districts and individual teachers should be aware that this document is a standards
document that guides the development of local curriculum. Local school districts remain
responsible for developing curriculum aligned to the New York State standards. In this
document the mathematics standard is succinctly stated. The standard outlines what students
should know and be able to do in mathematics. The content strands, consisting of bands and
performance indicators within each band, and the performance indicators of the process strands
help to define how the standard will be met. Each school districts mathematics curriculum
should be developed to assure that all students achieve the performance indicators for both the
process and content strands.
Helping all students become proficient in mathematics is an imperative goal for every
school. It is the hope that this standards document will assist schools and individual teachers in
meeting this goal. For additional information visit the New York State Education Department
mathematics website http://www.emsc.nysed.gov/ciai/mst/math.html .
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Proposed Mathematics Standard, Content Strands, Process Strands, Bands within the Content
Strands, and Grade-By-Grade Performance Indicators
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Pre-Kindergarten
Students will monitor and reflect on the process of mathematical problem solving.
PK.PS.10 Explain to others how a problem was solved, giving strategies
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Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
PK.CM.1 Understand how to organize their thought processes with
teacher guidance
Students will communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
PK.CM.2 Share mathematical ideas through the manipulation of objects,
drawings, pictures, and verbal explanations
Students will analyze and evaluate the mathematical thinking and strategies of others.
PK.CM.3 Listen to solutions shared by other students
PK.CM.4 Formulate mathematically relevant questions with teacher
guidance
Students will use the language of mathematics to express mathematical ideas precisely.
PK.CM.5 Use appropriate mathematical terms, vocabulary, and language
Connections Strand
Students will recognize and apply mathematics in contexts outside of mathematics.
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Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
PK.R.1 Use multiple representations, including verbal language, acting
out or modeling a situation, and drawing pictures as
representations
PK.R.2 Use standard and nonstandard representations
Students will use representations to model and interpret physical, social, and mathematical
phenomena.
PK.R.3 Use objects to show and understand physical phenomena
(e.g., guess the number of cookies in a package)
PK.R.4 Use objects to show and understand social phenomena
(e.g., count and represent sharing cookies between friends)
PK.R.5 Use objects to show and understand mathematical phenomena
(e.g., draw pictures to show a story problem, show number
value using fingers on your hand)
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)
PK.N.2 Count out (produce) a collection of a specified size 1 to 10
PK.N.3 Verbally count by 1s to 10
PK.N.4 Explore the different representations of a group of objects
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Algebra Strand
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns, Relations,
and Functions
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
PK.G.1 Match shapes, first with same size and orientation, then with
different sizes and orientation
PK.G.2 Informally play with solids (e.g., building blocks)
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
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PK.S.1 Sort and organize objects by one attribute (e.g., color, size, or
shape)
PK.S.2 Use physical objects to make graphs
Analysis of Data
Kindergarten
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problems
K.PS.7 Compare and discuss ideas for solving a problem with teacher
and/or students to justify their thinking
K.PS.8 Use manipulatives (e.g., tiles, blocks) to model the action in
problems
K.PS.9 Use drawings/pictures to model the action in problems
Students will monitor and reflect on the process of mathematical problem solving.
K.PS.10 Explain to others how a problem was solved, giving strategies
Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
K.CM.1 Understand how to organize their thought processes with
teacher guidance
Students will communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
K.CM.2 Share mathematical ideas through the manipulation of objects,
drawings, pictures, and verbal explanations
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Students will analyze and evaluate the mathematical thinking and strategies of others.
K.CM.3 Listen to solutions shared by other students
K.CM.4 Formulate mathematically relevant questions with teacher
guidance
Students will use the language of mathematics to express mathematical ideas precisely.
K.CM.5 Use appropriate mathematical terms, vocabulary, and language
Connections Strand
Students will recognize and apply mathematics in contexts outside of mathematics.
K.CN.1 Recognize the presence of mathematics in their daily lives
K.CN.2 Use counting strategies to solve problems in their daily lives
K.CN.3 Recognize and apply mathematics to objects and pictures
Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
K.R.1
K.R.2
Students will use representations to model and interpret physical, social, and mathematical
phenomena.
K.R.3
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K.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)
K.N.2 Count out (produce) a collection of a specified size 1 to 10
K.N.3 Numerically label a data set of 1 to 5
K.N.4 Verbally count by 1s to 20
K.N.5 Verbally count backwards from 10
K.N.6 Represent collections with a finger pattern up to 10
K.N.7 Draw pictures or other informal symbols to represent a spoken
number up to 10
K.N.8 Draw pictures or other informal symbols to represent how many in
a collection up to 10
K.N.9 Write numbers 1-10 to represent a collection
K.N.10 Visually determine how many more or less, and then using the
verbal counting sequence, match and count 1-10
K.N.11 Use and understand verbal ordinal terms, first to tenth
Students will understand meanings of operations and procedures, and how they relate to one
another.
Operations
K.N.12 Solve and create addition and subtraction verbal word problems
(use counting-based strategies, such as counting on and to ten)
K.N.13 Determine sums and differences by various means
Algebra Strand
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Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns, Relations,
and Functions
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
Students will identify and justify geometric relationships, formally and informally.
Geometric
Relationships
K.G.2 Sort groups of objects by size and size order (increasing and
decreasing)
Students will apply transformations and symmetry to analyze problem solving situations.
Transformational
Geometry
K.G.5 Understand and use ideas such as over, under, above, below, on,
beside, next to, and between
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
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Organization and
Display of Data
K.S.2 Help to make simple pictographs for quantities up to 10, where one
picture represents 1
K.S.3 Sort and organize objects by two attributes (e.g., color, size, or
shape)
K.S.4 Represent data using manipulatives
Analysis of Data
K.S.5 Identify more, less, and same amounts from pictographs or concrete
models
Grade 1
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Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
1.CM.1 Understand how to organize their thought processes with
teacher guidance
1.CM.2 Verbally support their reasoning and answer
Students will communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
1.CM.3 Share mathematical ideas through the manipulation of objects,
drawings, pictures, charts, and symbols in both written and verbal
explanations
Students will analyze and evaluate the mathematical thinking and strategies of others.
1.CM.4 Listen to solutions shared by other students
1.CM.5 Formulate mathematically relevant questions
Students will use the language of mathematics to express mathematical ideas precisely.
1.CM.6 Use appropriate mathematical terms, vocabulary, and language
Connections Strand
Students will recognize and use connections among mathematical ideas.
1.CN.1 Recognize the connections of patterns in their everyday
experiences to mathematical ideas
1.CN.2 Understand the connections between numbers and the quantities
they represent
1.CN.3 Compare the similarities and differences of mathematical ideas
Students will understand how mathematical ideas interconnect and build on one another to
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Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
1.R.1 Use multiple representations including verbal and written language,
acting out or modeling a situation, drawings, and/or symbols as
representations
1.R.2 Share mental images of mathematical ideas and understandings
1.R.3 Use standard and nonstandard representations
Students will select, apply, and translate among mathematical representations to solve
problems.
1.R.4 Connect mathematical representations with problem solving
Students will use representations to model and interpret physical, social, and mathematical
phenomena.
1.R.5 Use mathematics to show and understand physical phenomena
(e.g., estimate and represent the number of apples in a tree)
1.R.6 Use mathematics to show and understand social phenomena
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1.N.1 Count the items in a collection and know the last counting word
tells how many items are in the collection (1 to 100)
1.N.2 Count out (produce) a collection of a specified size (10 to 100
items), using groups of ten
1.N.3 Quickly see and label with a number, collections of 1 to 10
1.N.4 Count by 1s to 100
1.N.5 Skip count by 10s to 100
1.N.6 Skip count by 5s to 50
1.N.7 Skip count by 2s to 20
1.N.8 Verbally count from a number other than one by 1s
1.N.9 Count backwards from 20 by 1s
1.N.10 Draw pictures or other informal symbols to represent a spoken
number up to 20
1.N.11 Identify that spacing of the same number of objects does not affect
the quantity (conservation)
1.N.12 Arrange objects in size order (increasing and decreasing)
1.N.13 Write numbers to 100
1.N.14 Read the number words one, two, threeten
1.N.15 Explore and use place value
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1.N.24 Develop and use strategies to solve addition and subtraction word
problems
1.N.25 Represent addition and subtraction word problems and their
solutions as number sentences
1.N.26 Create problem situations that represent a given number sentence
1.N.27 Use a variety of strategies to solve addition and subtraction
problems with one- and two-digit numbers without regrouping
1.N.28 Demonstrate fluency and apply addition and subtraction facts to
and including 10
1.N.29 Understand that different parts can be added to get the same whole
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Algebra Strand
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns, Relations,
and Functions
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
Students will apply transformations and symmetry to analyze problem solving situations.
Transformational
Geometry
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
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Organization and
Display of Data
Analysis of Data
1.S.6 Interpret data in terms of the words: most, least, greater than, less
than, or equal to
1.S.7 Answer simple questions related to data displayed in pictographs
(e.g., category with most, how many more in a category compared
to another, how many all together in two categories)
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Students will make predictions that are based upon data analysis.
Predictions from
Data
Grade 2
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Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
2.CM.1 Understand how to organize their thought processes
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Connections Strand
Students will recognize and use connections among mathematical ideas.
2.CN.1 Recognize the connections of patterns in their everyday
experiences to mathematical ideas
2.CN.2 Understand and use the connections between numbers and the
quantities they represent to solve problems
2.CN.3 Compare the similarities and differences of mathematical ideas
Students will understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
2.CN.4 Understand how models of situations involving objects, pictures,
and symbols relate to mathematical ideas
2.CN.5 Understand meanings of operations and how they relate to one
another
2.CN.6 Understand how mathematical models represent quantitative
relationships
Students will recognize and apply mathematics in contexts outside of mathematics.
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Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
2.R.1 Use multiple representations, including verbal and written
language, acting out or modeling a situation, drawings, and/or
symbols as representations
2.R.2 Share mental images of mathematical ideas and understandings
2.R.3 Use standard and nonstandard representations
Students will select, apply, and translate among mathematical representations to solve
problems.
2.R.4 Connect mathematical representations with problem solving
Students will use representations to model and interpret physical, social, and mathematical
phenomena.
2.R.5 Use mathematics to show and understand physical phenomena
(e.g., estimate and represent the number of apples in a tree)
2.R.6 Use mathematics to show and understand social phenomena
(e.g., count and represent sharing cookies between friends)
2.R.7 Use mathematics to show and understand mathematical
phenomena (e.g., draw pictures to show a story problem or show
number value using fingers on your hand)
Number Systems
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Number Theory
Students will understand meanings of operations and procedures, and how they relate to one
another.
Operations
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Algebra Strand
Students will perform algebraic procedures accurately.
Equations and
Inequalities
2.A.1 Use the symbols <, >, = (with and without the use of a number
line) to compare whole numbers up to 100
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns, Relations,
and Functions
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
2.G.1 Experiment with slides, flips, and turns to compare twodimensional shapes
2.G.2 Identify and appropriately name two-dimensional shapes: circle,
square, rectangle, and triangle (both regular and irregular)
2.G.3 Compose (put together) and decompose (break apart) twodimensional shapes
Students will identify and justify geometric relationships, formally and informally.
Geometric
Relationships
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Students will apply transformations and symmetry to analyze problem solving situations.
Transformational
Geometry
2.G.5 Explore and predict the outcome of slides, flips, and turns of twodimensional shapes
2.G.6 Explore line symmetry
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
2.M.1 Use non-standard and standard units to measure both vertical and
horizontal lengths
2.M.2 Use a ruler to measure standard units (including whole inches and
whole feet)
2.M.3 Compare and order objects according to the attribute of length
2.M.4 Recognize mass as a qualitative measure (e.g., Which is heavier?
Which is lighter?)
2.M.5 Compare and order objects, using lighter than and heavier than
2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills
($1, $5, $10, and $20)
2.M.7 Recognize the whole dollar notation as $1, etc.
2.M.8 Identify equivalent combinations to make one dollar
2.M.9 Tell time to the half hour and five minutes using both digital and
analog clocks
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Organization and
Display of Data
2.S.3 Display data in pictographs and bar graphs using concrete objects
or a representation of the object
Analysis of Data
Students will make predictions that are based upon data analysis.
Predictions from
Data
Grade 3
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Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
3.CM.1 Understand and explain how to organize their thought process
3.CM.2 Verbally explain their rationale for strategy selection
3.CM.3 Provide reasoning both in written and verbal form
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Students will communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
3.CM.4 Organize and accurately label work
3.CM.5 Share organized mathematical ideas through the manipulation of
objects, drawings, pictures, charts, graphs, tables, diagrams,
models, symbols, and expressions in written and verbal form
3.CM.6 Answer clarifying questions from others
Students will analyze and evaluate the mathematical thinking and strategies of others.
3.CM.7 Listen for understanding of mathematical solutions shared by
other students
3.CM.8 Consider strategies used and solutions found in relation to their
own work
Students will use the language of mathematics to express mathematical ideas precisely.
3.CM.9 Increase their use of mathematical vocabulary and language
when communicating with others
3.CM.10 Describe objects, relationships, solutions and rationale using
appropriate vocabulary
3.CM.11 Decode and comprehend mathematical visuals and symbols to
construct meaning
Connections Strand
Students will recognize and use connections among mathematical ideas.
3.CN.1 Recognize, understand, and make connections in their everyday
experiences to mathematical ideas
3.CN.2 Compare and contrast mathematical ideas
3.CN.3 Connect and apply mathematical information to solve problems
Students will understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
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Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
3.R.1 Use verbal and written language, physical models, drawing charts,
graphs, tables, symbols, and equations as representations
3.R.2 Share mental images of mathematical ideas and understandings
3.R.3 Recognize and use external mathematical representations
3.R.4 Use standard and nonstandard representations with accuracy and
detail
Students will select, apply, and translate among mathematical representations to solve
problems.
3.R.5 Understand similarities and differences in representations
3.R.6 Connect mathematical representations with problem solving
3.R.7 Construct effective representations to solve problems
Students will use representations to model and interpret physical, social, and mathematical
phenomena.
3.R.8 Use mathematics to show and understand physical phenomena
(e.g., estimate and represent the number of apples in a tree)
3.R.9 Use mathematics to show and understand social phenomena
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Students will understand meanings of operations and procedures, and how they relate to one
another.
Operations
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Algebra Strand
Students will perform algebraic procedures accurately.
Equations and
Inequalities
3.A.1 Use the symbols <, >, = (with and without the use of a number line)
to compare whole numbers and unit fractions
1
1 1 1 1 1
, , , , , and
10
2 3 4 5 6
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns, Relations,
and Functions
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
Students will apply transformations and symmetry to analyze problem solving situations.
Transformational
Geometry
3.G.5
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
3.M.1 Select tools and units (customary) appropriate for the length
measured
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3.M.7 Count and represent combined coins and dollars, using currency
symbols ($0.00)
3.M.8 Relate unit fractions to the face of the clock:
Whole = 60 minutes
= 30 minutes
= 15 minutes
3.M.9 Tell time to the minute, using digital and analog clocks
3.M.10 Select and use standard (customary) and non-standard units to
estimate measurements
Organization and
Display of Data
Analysis of Data
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Students will make predictions that are based upon data analysis.
Predictions from
Data
Grade 4
4.PS.9
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Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
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Students will analyze and evaluate the mathematical thinking and strategies of others.
Connections Strand
Students will recognize and use connections among mathematical ideas.
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Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
4.R.1 Use verbal and written language, physical models, drawing charts,
graphs, tables, symbols, and equations as representations
4.R.2 Share mental images of mathematical ideas and understandings
4.R.3 Recognize and use external mathematical representations
4.R.4 Use standard and nonstandard representations with accuracy and
detail
Students will select, apply, and translate among mathematical representations to solve
problems.
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Students will understand meanings of operations and procedures, and how they relate to one
another.
Operations
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4.N.26 Round numbers less than 1,000 to the nearest tens and hundreds
4.N.27 Check reasonableness of an answer by using estimation
Algebra Strand
Students will represent and analyze algebraically a wide variety of problem solving situations.
Variables and
Expressions
4.A.1 Evaluate and express relationships using open sentences with one
operation
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4.A.2 Use the symbols <, >, =, and (with and without the use of a
number line) to compare whole numbers and unit fractions and
decimals (up to hundredths)
4.A.3 Find the value or values that will make an open sentence true, if it
contains < or >
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns, Relations,
and Functions
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
4.G.1 Identify and name polygons, recognizing that their names are
related to the number of sides and angles (triangle, quadrilateral,
pentagon, hexagon, and octagon)
4.G.2 Identify points and line segments when drawing a plane figure
4.G.3 Find perimeter of polygons by adding sides
4.G.4 Find the area of a rectangle by counting the number of squares
needed to cover the rectangle
4.G.5 Define and identify vertices, faces, and edges of three-dimensional
shapes
Students will identify and justify geometric relationships, formally and informally.
Geometric
Relationships
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Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
4.M.1 Select tools and units (customary and metric) appropriate for the
length being measured
4.M.2 Use a ruler to measure to the nearest standard unit (whole, and
inches, whole feet, whole yards, whole centimeters, and whole
meters)
4.M.3 Know and understand equivalent standard units of length:
12 inches = 1 foot
3 feet = 1 yard
4.M.4 Select tools and units appropriate to the mass of the object being
measured (grams and kilograms)
4.M.5 Measure mass, using grams
4.M.6 Select tools and units appropriate to the capacity being measured
(milliliters and liters)
4.M.7 Measure capacity, using milliliters and liters
Organization and
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Display of Data
Analysis of Data
Students will make predictions that are based upon data analysis.
Predictions from
Data
Grade 5
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Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
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Connections Strand
Students will recognize and use connections among mathematical ideas.
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Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
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Number Theory
5.N.12 Recognize that some numbers are only divisible by one and
themselves (prime) and others have multiple divisors (composite)
5.N.13 Calculate multiples of a whole number and the least common
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Algebra Strand
Students will represent and analyze algebraically a wide variety of problem solving situations.
Variables and
Expressions
Equations and
Inequalities
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns,Relations,
and Functions
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
Students will identify and justify geometric relationships, formally and informally.
Geometric
Relationships
Page 58
360 degrees
5.G.6 Classify triangles by properties of their angles and sides
5.G.7 Know that the sum of the interior angles of a triangle is
180 degrees
5.G.8 Find a missing angle when given two angles of a triangle
5.G.9 Identify pairs of congruent triangles
5.G.10 Identify corresponding parts of congruent triangles
Students will apply transformations and symmetry to analyze problem solving situations.
Transformational
Geometry
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
1
1 1
Units of
5.M.1 Use a ruler to measure to the nearest inch, , , and inch
8
2 4
Measurement
5.M.2 Identify customary equivalent units of length
Page 59
5.S.1 Collect and record data from a variety of sources (e.g., newspapers,
magazines, polls, charts, and surveys)
Organization and
Display of Data
Analysis of Data
5.S.3 Calculate the mean for a given set of data and use to describe a set
of data
Students will make predictions that are based upon data analysis.
Predictions from
Data
Page 60
Grade 6
Page 61
Page 62
Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
Page 63
Connections Strand
Students will recognize and use connections among mathematical ideas.
Page 64
Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
Number Systems
Page 65
Students will understand meanings of operations and procedures, and how they relate to one
another.
Operations
Page 66
Algebra Strand
Students will represent and analyze algebraically a wide variety of problem solving situations.
Variables and
Expressions
Equations and
Inequalities
Page 67
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
Measurement Strand
Page 68
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
Organization and
Display of Data
Analysis of Data
6.S.5 Determine the mean, mode and median for a given set of data
Page 69
Grade 7
Problem Solving Strand
Students will build new mathematical knowledge through problem solving.
7.PS.1 Use a variety of strategies to understand new
mathematical content and to develop more efficient methods
Page 70
Students will apply and adapt a variety of appropriate strategies to solve problems.
Page 71
Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
Page 72
Connections Strand
Students will recognize and use connections among mathematical ideas.
Page 73
Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
Page 74
Number Theory
7.N.8 Find the common factors and greatest common factor of two or
more numbers
7.N.9 Determine multiples and least common multiple of two or more
numbers
7.N.10 Determine the prime factorization of a given number and write in
exponential form
Students will understand meanings of operations and procedures, and how they relate to one
another.
Operations
Page 75
7.N.18 Identify the two consecutive whole numbers between which the
square root of a non-perfect square whole number less than 225
lies (with and without the use of a number line)
7.N.19 Justify the reasonableness of answers using estimation
Algebra Strand
Students will represent and analyze algebraically a wide variety of problem solving situations.
Variables and
Expressions
Equations and
Inequalities
Page 76
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns, Relations, 7.A.7 Draw the graphic representation of a pattern from an equation
and Functions
or from a table of data
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
Students will identify and justify geometric relationships, formally and informally.
Geometric
7.G.5 Identify the right angle, hypotenuse, and legs of a right triangle
Page 77
Relationships
7.G.6 Explore the relationship between the lengths of the three sides of a
right triangle to develop the Pythagorean Theorem
7.G.7 Find a missing angle when given angles of a quadrilateral
7.G.8 Use the Pythagorean Theorem to determine the unknown length of
a side of a right triangle
7.G.9 Determine whether a given triangle is a right triangle by applying
the Pythagorean Theorem and using a calculator
Students will apply coordinate geometry to analyze problem solving situations.
Coordinate
Geometry
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
Estimation
Page 78
Organization and
Display of Data
Analysis of Data
Students will make predictions that are based upon data analysis.Predictions from
Identify and explain misleading statistics and graphs
Data
7.S.7
7.S.8 Interpret data to provide the basis for predictions and to establish
experimental probabilities
7.S.9 Determine the validity of sampling methods to predict outcomes
7.S.10 Predict the outcome of an experiment
7.S.11 Design and conduct an experiment to test predictions
7.S.12 Compare actual results to predicted results
Page 79
Grade 8
Problem Solving Strand
Students will build new mathematical knowledge through problem solving.
Page 80
Page 81
mathematical conjectures
Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
Page 82
Connections Strand
Students will recognize and use connections among mathematical ideas.
Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
Page 83
8.N.1 Develop and apply the laws of exponents for multiplication and
division
8.N.2 Evaluate expressions with integral exponents
Page 84
8.N.3 Read, write, and identify percents less than 1% and greater than
100%
8.N.4 Apply percents to:
Tax
Percent increase/decrease
Simple interest
Sale price
Commission
Interest rates
Gratuities
Students will compute accurately and make reasonable estimates.
Estimation
Algebra Strand
Students will represent and analyze algebraically a wide variety of problem solving situations.
Variables and
Expressions
Page 85
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns, Relations, 8.A.15 Understand that numerical information can be represented in
And Functions
multiple ways: arithmetically, algebraically, and graphically
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Constructions
Page 86
Students will identify and justify geometric relationships, formally and informally.
Geometric
Relationships
Students will apply transformations and symmetry to analyze problem solving situations.
Transformational
Geometry
8.G.13 Determine the slope of a line from a graph and explain the
meaning of slope as a constant rate of change
Page 87
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
Integrated Algebra
In implementing the Algebra process and content performance indicators, it is expected that
students will identify and justify mathematical relationships. The intent of both the process and
content performance indicators is to provide a variety of ways for students to acquire and
demonstrate mathematical reasoning ability when solving problems. Local curriculum and
local/state assessments must support and allow students to use any mathematically correct
method when solving a problem.
Throughout this document the performance indicators use the words investigate, explore,
discover, conjecture, reasoning, argument, justify, explain, proof, and apply. Each of these
terms is an important component in developing a students mathematical reasoning ability. It is
Page 88
therefore important that a clear and common definition of these terms be understood. The order
of these terms reflects different stages of the reasoning process.
Investigate/Explore - Students will be given situations in which they will be asked to look for
patterns or relationships between elements within the setting.
Discover - Students will make note of possible patterns and generalizations that result from
investigation/exploration.
Conjecture - Students will make an overall statement, thought to be true, about the new
discovery.
Reasoning - Students will engage in a process that leads to knowing something to be true or
false.
Argument - Students will communicate, in verbal or written form, the reasoning process that
leads to a conclusion. A valid argument is the end result of the conjecture/reasoning process.
Justify/Explain - Students will provide an argument for a mathematical conjecture. It may be an
intuitive argument or a set of examples that support the conjecture. The argument may include,
but is not limited to, a written paragraph, measurement using appropriate tools, the use of
dynamic software, or a written proof.
Proof - Students will present a valid argument, expressed in written form, justified by axioms,
definitions, and theorems.
Apply - Students will use a theorem or concept to solve an algebraic or numerical problem.
A.PS.1
A.PS.2
Students will solve problems that arise in mathematics and in other contexts.
A.PS.3
A.PS.4
Page 89
Students will apply and adapt a variety of appropriate strategies to solve problems.
A.PS.5
A.PS.6
A.PS.7
Students will monitor and reflect on the process of mathematical problem solving.
A.PS.8
A.PS.9
A.PS.10
A.RP.1
A.RP.2
A.RP.3
A.RP.4
Page 90
A.RP.5
A.RP.6
A.RP.7
Students will select and use various types of reasoning and methods of proof.
A.RP.8
A.RP.9
A.RP.10
Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
A.CM.1
A.CM.2
Students will communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
A.CM.3
Page 91
A.CM.4
A.CM.5
A.CM.6
Students will analyze and evaluate the mathematical thinking and strategies of others.
A.CM.7
A.CM.8
A.CM.9
Students will use the language of mathematics to express mathematical ideas precisely.
Connections Strand
Students will recognize and use connections among mathematical ideas.
A.CN.1
A.CN.2
Page 92
Students will understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
A.CN.3
A.CN.4
A.CN.5
A.CN.6
A.CN.7
A.CN.8
Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
A.R.1
A.R.2
A.R.3
Students will select, apply, and translate among mathematical representations to solve
problems.
A.R.4
A.R.5
Page 93
Students will use representations to model and interpret physical, social, and mathematical
phenomena.
A.R.6
A.R.7
A.R.8
Number Theory
A.N.1
Students will understand meanings of operations and procedures, and how they relate to one
another.
Operations
A.N.2
A.N.3
A.N.4
A.N.5
A.N.6
Page 94
A.N.7
A.N.8
Algebra Strand
Students will represent and analyze algebraically a wide variety of problem solving situations.
Variables and
Expressions
Equations and
Inequalities
A.A.1
A.A.2
A.A.3
A.A.4
A.A.5
A.A.6
A.A.7
A.A.8
A.A.9
A.A.10
A.A.11
Page 95
Variables and
Expressions
Equations and
Inequalities
A.A.12
A.A.13
A.A.14
A.A.15
A.A.16
A.A.17
A.A.18
A.A.19
A.A.20
A.A.21
A.A.22
A.A.23
A.A.24
A.A.25
Page 96
A.A.26
A.A.27
A.A.28
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns,
Relations,
and Functions
Coordinate
Geometry
A.A.29
A.A.30
A.A.31
Find the intersection of sets (no more than three sets) and/or
union of sets (no more than three sets)
A.A.32
A.A.33
A.A.34
Write the equation of a line, given its slope and the coordinates
of a point on the line
A.A.35
A.A.36
A.A.37
A.A.38
A.A.39
A.A.40
Trigonometric
Functions
Page 97
A.A.41
A.A.42
A.A.43
A.A.44
A.A.45
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Shapes
A.G.1
A.G.2
Coordinate
Geometry
A.G.3
A.G.4
A.G.5
A.G.6
A.G.7
Page 98
A.G.8
A.G.9
A.G.10
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
A.M.1
A.M.2
Students will understand that all measurement contains error and be able to determine its
significance.
Error and
Magnitude
A.M.3
Organization and
Display of Data
A.S.1
A.S.2
A.S.3
A.S.4
Analysis of Data
Page 99
A.S.5
A.S.6
A.S.7
A.S.8
A.S.9
A.S.10
A.S.11
Find the percentile rank of an item in a data set and identify the
point values for first, second, and third quartiles
A.S.12
A.S.13
A.S.14
Students will make predictions that are based upon data analysis.
Predictions from
Data
A.S.15
A.S.16
A.S.17
Probability
Page 100
A.S.18
A.S.19
A.S.20
A.S.21
A.S.22
A.S.23
Geometry
In implementing the Geometry process and content performance indicators, it is expected that
students will identify and justify geometric relationships, formally and informally. For example,
students will begin with a definition of a figure and from that definition students will be expected
to develop a list of conjectured properties of the figure and to justify each conjecture informally
or with formal proof. Students will also be expected to list the assumptions that are needed in
order to justify each conjectured property and present their findings in an organized manner.
The intent of both the process and content performance indicators is to provide a variety of ways
for students to acquire and demonstrate mathematical reasoning ability when solving problems.
The variety of approaches to verification and proof is what gives curriculum developers and
Page 101
teachers the flexibility to adapt strategies to address these performance indicators in a manner
that meets the diverse needs of our students. Local curriculum and local/state assessments must
support and allow students to use any mathematically correct method when solving a problem.
Throughout this document the performance indicators use the words investigate, explore,
discover, conjecture, reasoning, argument, justify, explain, proof, and apply. Each of these
terms is an important component in developing a students mathematical reasoning ability. It is
therefore important that a clear and common definition of these terms be understood. The order
of these terms reflects different stages of the reasoning process.
Investigate/Explore - Students will be given situations in which they will be asked to look for
patterns or relationships between elements within the setting.
Discover - Students will make note of possible relationships of perpendicularity, parallelism,
congruence, and/or similarity after investigation/exploration.
Conjecture - Students will make an overall statement, thought to be true, about the new
discovery.
Reasoning - Students will engage in a process that leads to knowing something to be true or
false.
Argument - Students will communicate, in verbal or written form, the reasoning process that
leads to a conclusion. A valid argument is the end result of the conjecture/reasoning process.
Justify/Explain - Students will provide an argument for a mathematical conjecture. It may be an
intuitive argument or a set of examples that support the conjecture. The argument may include,
but is not limited to, a written paragraph, measurement using appropriate tools, the use of
dynamic software, or a written proof.
Proof - Students will present a valid argument, expressed in written form, justified by axioms,
definitions, and theorems using properties of perpendicularity, parallelism, congruence, and
similarity with polygons and circles.
Apply - Students will use a theorem or concept to solve a geometric problem.
G.PS.1
Students will solve problems that arise in mathematics and in other contexts.
Page 102
G.PS.2
G.PS.3
Students will apply and adapt a variety of appropriate strategies to solve problems.
G.PS.4
G.PS.5
G.PS.6
G.PS.7
Students will monitor and reflect on the process of mathematical problem solving.
G.PS.8
G.PS.9
G.PS.10
G.RP.1
G.RP.2
G.RP.3
Page 103
G.RP.4
G.RP.5
G.RP.6
Students will select and use various types of reasoning and methods of proof.
G.RP.7
G.RP.8
G.RP.9
Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
G.CM.1
G.CM.2
Students will communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
G.CM.3
G.CM.4
Page 104
G.CM.5
G.CM.6
Students will analyze and evaluate the mathematical thinking and strategies of others.
G.CM.7
G.CM.8
G.CM.9
Students will use the language of mathematics to express mathematical ideas precisely.
Connections Strand
Students will recognize and use connections among mathematical ideas.
G.CN.1
G.CN.2
Students will understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
Page 105
G.CN.3
G.CN.4
G.CN.5
G.CN.6
G.CN.7
G.CN.8
Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
G.R.1
G.R.2
G.R.3
Students will select, apply, and translate among mathematical representations to solve
problems.
G.R.4
G.R.5
Students will use representations to model and interpret physical, social, and mathematical
phenomena.
Page 106
G.R.6
G.R.7
G.R.8
Algebra Strand
Note: The algebraic skills and concepts within the Algebra process and content performance
indicators must be maintained and applied as students are asked to investigate, make
conjectures, give rationale, and justify or prove geometric concepts.
Geometry Strand
Students will use visualization and spatial reasoning to analyze characteristics and properties
of geometric shapes.
Geometric
Relationships
G.G.1
G.G.2
Know and apply that through a given point there passes one
and only one plane perpendicular to a given line
G.G.3
Know and apply that through a given point there passes one
and only one line perpendicular to a given plane
G.G.4
Know and apply that two lines perpendicular to the same plane
are coplanar
G.G.5
Page 107
G.G.6
G.G.7
G.G.8
G.G.9
G.G.10
Know and apply that the lateral edges of a prism are congruent
and parallel
G.G.11
Know and apply that two prisms have equal volumes if their
bases have equal areas and their altitudes are equal
G.G.12
G.G.13
G.G.14
G.G.15
G.G.16
Page 108
Constructions
Locus
G.G.17
G.G.18
G.G.19
G.G.20
G.G.21
G.G.22
G.G.23
Students will identify and justify geometric relationships formally and informally.
Informal and
Formal Proofs
G.G.24
G.G.25
G.G.26
G.G.27
G.G.28
Page 109
G.G.30
G.G.31
G.G.32
G.G.33
G.G.34
G.G.35
G.G.36
G.G.37
G.G.38
G.G.39
G.G.40
G.G.41
Page 110
G.G.42
G.G.43
G.G.44
G.G.45
G.G.46
G.G.47
G.G.48
G.G.49
G.G.50
Page 111
G.G.51
G.G.52
G.G.53
Students will apply transformations and symmetry to analyze problem solving situations.
Transformational
Geometry
G.G.54
G.G.55
G.G.56
G.G.57
G.G.58
G.G.59
G.G.60
G.G.61
Page 112
Coordinate
Geometry
G.G.62
G.G.63
G.G.64
Find the equation of a line, given a point on the line and the
equation of a line perpendicular to the given line
G.G.65
Find the equation of a line, given a point on the line and the
equation of a line parallel to the desired line
G.G.66
G.G.67
G.G.68
G.G.69
G.G.70
G.G.71
G.G.72
G.G.73
Find the center and radius of a circle, given the equation of the
circle in center-radius form
G.G.74
Page 113
In implementing the Algebra 2 and Trigonometry process and content performance indicators, it
is expected that students will identify and justify mathematical relationships, formally and
informally. The intent of both the process and content performance indicators is to provide a
variety of ways for students to acquire and demonstrate mathematical reasoning ability when
solving problems. Local curriculum and local/state assessments must support and allow students
to use any mathematically correct method when solving a problem.
Throughout this document the performance indicators use the words investigate, explore,
discover, conjecture, reasoning, argument, justify, explain, proof, and apply. Each of these
terms is an important component in developing a students mathematical reasoning ability. It is
therefore important that a clear and common definition of these terms be understood. The order
of these terms reflects different stages of the reasoning process.
Investigate/Explore - Students will be given situations in which they will be asked to look for
patterns or relationships between elements within the setting.
Discover - Students will make note of possible patterns and generalizations that result from
investigation/exploration.
Conjecture - Students will make an overall statement, thought to be true, about the new
discovery.
Reasoning - Students will engage in a process that leads to knowing something to be true or
false.
Argument - Students will communicate, in verbal or written form, the reasoning process that
leads to a conclusion. A valid argument is the end result of the conjecture/reasoning process.
Justify/Explain - Students will provide an argument for a mathematical conjecture. It may be an
intuitive argument or a set of examples that support the conjecture. The argument may include,
but is not limited to, a written paragraph, measurement using appropriate tools, the use of
dynamic software, or a written proof.
Proof - Students will present a valid argument, expressed in written form, justified by axioms,
definitions, and theorems.
Apply - Students will use a theorem or concept to solve an algebraic or numerical problem.
Page 114
A2.PS.1
A2.PS.2
Students will solve problems that arise in mathematics and in other contexts.
A2.PS.3
A2.PS.4
Students will apply and adapt a variety of appropriate strategies to solve problems.
A2.PS.5
A2.PS.6
A2.PS.7
Students will monitor and reflect on the process of mathematical problem solving.
A2.PS.8
A2.PS.9
A2.RP.1
Page 115
A2.RP.2
A2.RP.3
A2.RP.4
A2.RP.5
A2.RP.6
A2.RP.7
A2.RP.8
Students will select and use various types of reasoning and methods of proof.
A2.RP.9
Communication Strand
Students will organize and consolidate their mathematical thinking through communication.
Page 116
Page 117
Connections Strand
Students will recognize and use connections among mathematical ideas.
A2.CN.1
A2.CN.2
Students will understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
A2.CN.6
A2.CN.7
Representation Strand
Students will create and use representations to organize, record, and communicate
mathematical ideas.
Page 118
A2.R.1
A2.R.2
A2.R.3
Students will select, apply, and translate among mathematical representations to solve
problems.
A2.R.4
A2.R.5
Students will use representations to model and interpret physical, social, and mathematical
phenomena.
A2.R.6
A2.R.7
A2.R.8
Operations
A2.N.1
A2.N.2
Page 119
A2.N.3
A2.N.4
A2.N.5
A2.N.6
A2.N.7
Simplify powers of i
A2.N.8
A2.N.9
A2.N.10
Algebra Strand
Students will represent and analyze algebraically a wide variety of problem solving situations.
Equations and
Inequalities
A2.A.1
A2.A.2
A2.A.3
A2.A.4
A2.A.5
A2.A.6
Variables and
Expressions
Equations and
Inequalities
Page 120
A2.A.7
A2.A.8
A2.A.9
A2.A.10
A2.A.11
A2.A.12
A2.A.13
A2.A.14
A2.A.15
A2.A.16
A2.A.17
A2.A.18
A2.A.19
A2.A.20
A2.A.21
A2.A.22
A2.A.23
Page 121
A2.A.24
A2.A.25
A2.A.26
A2.A.27
A2.A.28
Students will recognize, use, and represent algebraically patterns, relations, and functions.
Patterns,
Relations,
and Functions
A2.A.29
A2.A.30
A2.A.31
A2.A.32
A2.A.33
A2.A.34
A2.A.35
A2.A.36
A2.A.37
A2.A.38
A2.A.39
A2.A.40
A2.A.41
Coordinate
Geometry
Trigonometric
Functions
Page 122
A2.A.42
A2.A.43
A2.A.44
A2.A.45
A2.A.46
A2.A.47
A2.A.48
A2.A.49
A2.A.50
A2.A.51
A2.A.52
A2.A.53
A2.A.54
A2.A.55
A2.A.56
Know the exact and approximate values of the sine, cosine, and
tangent of 0, 30, 45, 60, 90, 180, and 270 angles
A2.A.57
A2.A.58
Page 123
A2.A.59
A2.A.60
A2.A.61
A2.A.62
A2.A.63
A2.A.64
A2.A.65
Sketch the graph of the inverses of the sine, cosine, and tangent
functions
A2.A.66
A2.A.67
A2.A.68
A2.A.69
A2.A.70
A2.A.71
A2.A.72
A2.A.73
A2.A.74
Page 124
A2.A.75
A2.A.76
A2.A.77
Measurement Strand
Students will determine what can be measured and how, using appropriate methods and
formulas.
Units of
Measurement
A2.M.1
A2.M.2
Collection of
Data
Organization and
Display of Data
A2.S.1
A2.S.2
A2.S.3
A2.S.4
A2.S.5
Students will make predictions that are based upon data analysis.
Predictions from
Data
A2.S.6
Page 125
A2.S.7
A2.S.8
Probability
A2.S.9
A2.S.10
A2.S.11
A2.S.12
A2.S.13
A2.S.14
A2.S.15
A2.S.16