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problems Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 8.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations 8.CN.5 Understand how concepts, proced...
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problems Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 8.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations 8.CN.5 Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics Students will recognize and apply mathematics in contexts outside of mathematics. 8.CN.6
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=75
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=75
Connections Strand Students will recognize and use connections among mathematical ideas. 7.CN.1 Understand and make connections among multiple representations <span class="highlight">of</span> the same mathematical idea 7.CN.2 Recognize connections between subsets <span class="highlight">of</span> mathematical ideas 7.CN.3 Connect and apply a variety <span class="highlight">of</span> strategies to solve problems Students will understand how mathematical ideas interconnect and build on <span class="highlight">one</span> another to produce a coherent whole. 7.CN.4 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span>
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=85
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=85
problems Students will understand how mathematical ideas interconnect and build on <span class="highlight">one</span> another to produce a coherent whole. 8.CN.4 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations 8.CN.5 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can be used to solve problems in other <span class="highlight">areas</span> <span class="highlight">of</span> mathematics Students will recognize and apply mathematics in contexts outside <span class="highlight">of</span> mathematics. 8.CN.6
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=95
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=95
New York State Learning Standard for Mathematics Page 92 Revised by NYS Board <span class="highlight">of</span> Regents March 15, 2005 Students will understand how mathematical ideas interconnect and build on <span class="highlight">one</span> another to produce a coherent whole. A.CN.3 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations A.CN.4 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=108
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=108
New York State Learning Standard for Mathematics Page 105 Revised by NYS Board <span class="highlight">of</span> Regents March 15, 2005 G.CN.3 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations G.CN.4 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can be used to solve problems in other <span class="highlight">areas</span> <span class="highlight">of</span> mathematics G.CN.5 Understand how quantitative models connect to
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=120
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=120
corresponding procedures for similar problems or mathematical concepts Students will understand how mathematical ideas interconnect and build on <span class="highlight">one</span> another to produce a coherent whole. A2.CN.3 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations A2.CN.4 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can be used to solve problems in other <span class="highlight">areas</span> <span class="highlight">of</span> mathematics A2.CN.5 Understand how quantitative
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to observe the process of growing vegetables or to test the performance of cars. s compare the relative merits of using a flat map or a globe to model where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Int...
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to observe the process of growing vegetables or to test the performance of cars. s compare the relative merits of using a flat map or a globe to model where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Interconnectedness: Common Themes Intermediate Systems Thinking Models 52 Key ideas are identified by numbers (1). Performance indicators are identified by bullets (•). Sample tasks are identified by triangles (s ). Sample Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=4
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=4
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 51 <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
to observe the process <span class="highlight">of</span> growing vegetables or to test the performance <span class="highlight">of</span> cars. s compare the relative merits <span class="highlight">of</span> <span class="highlight">using</span> a flat map or a globe to <span class="highlight">model</span> where places are situated on Earth. s use blueprints or scale models to represent room plans. Standard 6—Interconnectedness: Common Themes Intermediate Systems Thinking Models 52 Key ideas are identified by numbers (1). Performance indicators are identified by bullets (•). <span class="highlight">Sample</span> tasks are identified by triangles (s ). <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=8
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=8
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 55 <span class="highlight">Sample</span> Problem/Activity
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=12
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=12
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other <span class="highlight">areas</span> <span class="highlight">of</span> learning. 59 <span class="highlight">Sample</span> Problem/Activity
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physical environment. This is evident, for example, when students: s draw simple maps of their communities or regions showing the major landmarks, industries, residential areas, business districts, transportation networks, health and educational facilities, and recreation areas...
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physical environment. This is evident, for example, when students: s draw simple maps of their communities or regions showing the major landmarks, industries, residential areas, business districts, transportation networks, health and educational facilities, and recreation areas s examine different kinds of maps to identify and define their components, including key, title, legend, cardinal and intermediate directions, scale, and grid s use cardboard, wood, clay, or other materials to make a model of their
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=19
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=19
physical environment. This is evident, for example, when students: s draw simple maps <span class="highlight">of</span> their communities or regions showing the major landmarks, industries, residential <span class="highlight">areas</span>, business districts, transportation networks, health and educational facilities, and recreation <span class="highlight">areas</span> s examine different kinds <span class="highlight">of</span> maps to identify and define their components, including key, title, legend, cardinal and intermediate directions, scale, and grid s use cardboard, wood, clay, or other materials to make a <span class="highlight">model</span> <span class="highlight">of</span> their
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a range of...
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a range of problems in mathematics, science, and technology using computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives <span class="highlight">of</span> different countries. • utilize electronic networks to share information. • <span class="highlight">model</span> solutions to a range <span class="highlight">of</span> problems in mathematics, science, and technology <span class="highlight">using</span> computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
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