Hello, Guest

Browse Standards

View all PreK-12 NYS Learning Standards in a dropdown list format.
  • - Drill Down
  • - Print
  • - Create PDF
  • - Send to a Friend
  • - Add to My ePortfolio
  • - Educational Resources
  • - Assessments
  • - Common Core
  • Reset Browse Standards
  • Educational Resources
  • Standard Area - TECH: Learning Standards for Technology
    (see MST standards under Previous Standard Versions)
        • Introduction - MST3.A2.Introduction: Integrated Algebra II and Trigonometry

          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 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 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.

        • Assessments
          • Assessments
          • Assessments
          • Assessments
          • Performance Indicator - MST3.A2.A.29:
            Students identify an arithmetic or geometric sequence and find the formula for its nth term.
            Educational Resources Assessments
          • Performance Indicator - MST3.A2.A.30:
            Students determine the common differences in an arithmetic sequence.
            Educational Resources Assessments
          • Performance Indicator - MST3.A2.A.31:
            Students determine the common ratio in a geometric sequence.
            Educational Resources
          • Performance Indicator - MST3.A2.A.32:
            Students determine a specified term of an arithmetic or geometric sequence.
            Educational Resources
          • Performance Indicator - MST3.A2.A.33:
            Students specify terms of a sequence, given its recursive definition.
            Educational Resources
          • Performance Indicator - MST3.A2.A.34:
            Students represent the sum of a series, using sigma notation.
            Educational Resources Assessments
          • Performance Indicator - MST3.A2.A.35:
            Students determine the sum of the first n terms of an arithmetic or geometric series.
            Educational Resources
          • Performance Indicator - MST3.A2.A.36:
            Students apply the binomial theorem to expand a binomial and determine a specific term of a binomial expansion.
            Educational Resources Common Core
          • Performance Indicator - MST3.A2.A.37:
            Students define a relation and function.
            Assessments
          • Performance Indicator - MST3.A2.A.38:
            Students determine when a relation is a function.
            Educational Resources Assessments
          • Performance Indicator - MST3.A2.A.39:
            Students determine the domain and range of a function from its equation.
            Assessments Common Core
          • Performance Indicator - MST3.A2.A.40:
            Students write functions in functional notation.
            Common Core
          • Performance Indicator - MST3.A2.A.41:
            Students use functional notation to evaluate functions for given values in the domain.
            Assessments Common Core
          • Performance Indicator - MST3.A2.A.42:
            Students find the composite of functions.
            Common Core
          • Performance Indicator - MST3.A2.A.43:
            Students determine if a function is one-to-one, onto, or both.
          • Performance Indicator - MST3.A2.A.44:
            Students define the inverse of a function.
            Common Core
          • Performance Indicator - MST3.A2.A.45:
            Students determine the inverse of a function and use composition to justify the result.
            Common Core
          • Performance Indicator - MST3.A2.A.46:
            Students perform transformations with functions and relations: f(x+a), f(x)+a, f(-x), af(x).
            Educational Resources Common Core
        • Assessments
        • Assessments
    • Educational Resources
    • Educational Resources
Loading
Data is Loading...