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mathematical problems but that different methods have advantages and disadvantages 8.PS.8 Understand how to break a complex problem into simpler parts or use a similar problem type to solve a problem 8.PS.9 Work backwards from a solution 8.PS.10 Use proportionality to model problems 8.P...
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mathematical problems but that different methods have advantages and disadvantages 8.PS.8 Understand how to break a complex problem into simpler parts or use a similar problem type to solve a problem 8.PS.9 Work backwards from a solution 8.PS.10 Use proportionality to model problems 8.PS.11 Work in collaboration with others to solve problems Students will monitor and reflect on the process of mathematical problem solving. Grade 8
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=73
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=73
problem type to solve a problem 7.PS.9 Work backwards from a solution 7.PS.10 Use <span class="highlight">proportionality</span> to model problems 7.PS.11 Work <span class="highlight">in</span> collaboration with others to solve problems Students will monitor and reflect on the process of mathematical problem solving. 7.PS.12 Interpret solutions within the given constraints of a problem 7.PS.13 Set expectations and limits for possible solutions 7.PS.14 Determine information required to solve the problem 7.PS.15 Choose methods for
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=82
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=82
mathematical problems but that different methods have advantages and disadvantages 8.PS.8 Understand how to break a complex problem into simpler parts or use a similar problem type to solve a problem 8.PS.9 Work backwards from a solution 8.PS.10 Use <span class="highlight">proportionality</span> to model problems 8.PS.11 Work <span class="highlight">in</span> collaboration with others to solve problems Students will monitor and reflect on the process of mathematical problem solving. Grade 8
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=96
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=96
associative, distributive, identity, inverse) Note: Students do not need to identify groups and fields, but students should be engaged <span class="highlight">in</span> the ideas. Students will understand meanings of operations and procedures, and how they relate to one another. Operations A.N.2 Simplify radical terms (no variable <span class="highlight">in</span> the radicand) A.N.3 Perform the four arithmetic operations using like and unlike radical terms and express the result <span class="highlight">in</span> simplest form A.N.4 Understand and use scientific notation to compute
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=113
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=113
New York State Learning Standard for Mathematics Page 110 Revised by NYS Board of Regents March 15, 2005 G.G.42 Investigate, justify, and apply theorems about geometric relationships, based on the properties of the line segment joining the midpoints of two sides of the triangle G.G.43 Investigate, justify, and apply theorems about the centroid of a triangle, dividing each median into segments whose lengths are <span class="highlight">in</span> the ratio 2:1
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literature • in adopting an interpretive approach • in producing imaginative texts • in achieving an individual style Language for Literary Response and Expression LITERARY LANGUAGE ACTIVITIES CRITERIA FOR LITERARY LANGUAGE EVIDENCE OF GROWTH 9 STANDARD 2 A...
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literature • in adopting an interpretive approach • in producing imaginative texts • in achieving an individual style Language for Literary Response and Expression LITERARY LANGUAGE ACTIVITIES CRITERIA FOR LITERARY LANGUAGE EVIDENCE OF GROWTH 9 STANDARD 2 AT A GLANCE
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http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=11
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=11
to the familiar • <span class="highlight">in</span> generalizing and particularizing • <span class="highlight">in</span> using and interpreting metaphor or analogy CONVENTIONS (rules, protocols, traditional practices) • associated with the forms and formats of informational texts • associated with patterns and structures • associated with grammar, usage, punctuation, spelling INDEPENDENCE (ability to perform without models or direction) • <span class="highlight">in</span> establishing purposes • <span class="highlight">in</span> locating resources • <span class="highlight">in</span> deciding significance • <span class="highlight">in</span> selecting from available options • <span class="highlight">in</span> <span class="highlight">achieving</span> an
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http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=15
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=15
literature • <span class="highlight">in</span> adopting an interpretive approach • <span class="highlight">in</span> producing imaginative texts • <span class="highlight">in</span> <span class="highlight">achieving</span> an individual style Language for Literary Response and Expression LITERARY LANGUAGE ACTIVITIES CRITERIA FOR LITERARY LANGUAGE EVIDENCE OF GROWTH 9 STANDARD 2 AT A GLANCE
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