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View all PreK-12 NYS Learning Standards in a dropdown list format.
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  • Educational Resources
  • Standard Area - TECH: Learning Standards for Technology
    (see MST standards under Previous Standard Versions)
        • Introduction - MST3.G.Introduction: Integrated 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 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 teachers the flexibility to adapt strategies to address these performance indicators in a manner that meets the diverse needs of out 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 student's 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 theorem using properties of perpendicularity, parallelism, congr

          • Assessments
          • Performance Indicator - MST3.G.G.1:
            Students know and apply that if a line is perpendicular to each of two intersecting lines at their point of intersection, then the line is perpendicular to the plane determined by them.
            Educational Resources Assessments Common Core
          • Performance Indicator - MST3.G.G.2:
            Students know and apply that through a given point there passes one and only one plane perpendicular to a given line.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.3:
            Students know and apply that through a given point there passes one and only one line perpendicular to a given plane.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.4:
            Students know and apply that two lines perpendicular to the same plane are coplanar.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.5:
            Students know and apply that two planes are perpendicular to each other if and only if one plane contains a line perpendicular to the second plane.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.6:
            Students know and apply that if a line is perpendicular to a plane, then any line perpendicular to the given line at its point of intersection with the given plane is in the given plane.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.7:
            Students know and apply that if a line is perpendicular to a plane, then every plane containing the line is perpendicular to the given plane.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.8:
            Students know and apply that if a plane intersects two parallel planes, then the intersection is two parallel lines.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.9:
            Students know and apply that if two planes are perpendicular to the same line, they are parallel.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.10:
            Students know and apply that the lateral edges of a prism are congruent and parallel.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.11:
            Students know and apply that two prisms have equal volumes if their bases have equal areas and their altitudes are equal.
            Assessments
          • Performance Indicator - MST3.G.G.12:
            Students know and apply that the volume of a prism is the product of the area of the base and the altitude.
            Educational Resources Assessments
          • Performance Indicator - MST3.G.G.13:

            Students apply the properties of a regular pyramid, including:

          • lateral edges are congruent
          • lateral faces are congruent isosceles triangles
          • volume of a pyramid equals one-third the product of the area of the base and the altitude
        Assessments
    • Performance Indicator - MST3.G.G.14:

      Students apply the properties of a cylinder, including:

    • bases are congruent
    • volume equals the product of the area of the base and the altitude
    • lateral area of a right circular cylinder equals the product of an altitude and the circumference of the base
Educational Resources Assessments
  • Performance Indicator - MST3.G.G.15:

    Students apply the properties of a right circular cone, including:

  • lateral area equals one-half the product of the slant height and the circumference of its base
  • volume is one-third the product of the area of its base and its altitude
    • Educational Resources Assessments Common Core
  • Performance Indicator - MST3.G.G.16:

    Students apply the properties of a sphere, including:

  • the intersection of a plane and a sphere is a circle
  • a great circle is the largest circle that can be drawn on a sphere
  • two planes equidistant from the center of the sphere and intersecting the sphere do so in congruent circles
  • surface area is 4πr2
  • volume is 4/3πr3
    • Educational Resources Assessments Common Core
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