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View all PreK-12 NYS Learning Standards in a dropdown list format.
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  • Standard Area - TECH: Learning Standards for Technology
    (see MST standards under Previous Standard Versions)
        • Introduction - MST3.A1.Introduction: 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 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.

          • Performance Indicator - MST3.A1.A.42:
            Students find the sine, cosine, and tangent ratios of an angle of a right triangle, given the lengths of the sides.
          • Performance Indicator - MST3.A1.A.43:
            Students determine the measure of an angle of a right triangle, given the length of any two sides of the triangle.
          • Performance Indicator - MST3.A1.A.44:
            Students find the measure of a side of a right triangle, given an acute angle and the length of another side.
          • Performance Indicator - MST3.A1.A.45:
            Students determine the measure of a third side of a right triangle using the Pythagorean theorem, given the lengths of any two sides.
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