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**Sue Brockley, Mathematics Assistant**

An Update from the NYSED Offices of Curriculum & Instruction, and Assessment December 2014 Sue Brockley, Mathematics Assistant EngageNY.org

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Where are We In this Transition?

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**August 2015/2016 Administrations of the Regents Exam in Algebra 2/Trigonometry**

JUNE 2015 Transition Memo to Common Core Regents Examinations in English Language Arts and Mathematics October 2014 General Education and Diploma Requirements Chart

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What about the Waiver…. ? WAIVER: The US DOE approved another one year waiver regarding the assessment requirements for students who are accelerated into Regents Mathematics courses in Grades 7 and 8. Under the waiver (like last year) districts may exempt students who are in Regents Mathematics courses, and who will take a Regents Mathematics Assessment in June 2015, from the grade level (7 or 8) Mathematics Assessment administered in April. The Board of Regents were presented with the amendment to the regulations at the October meeting. Those regulation changes will be put in the public register and will come before the Board for final approval in January. THE FOLLOWING UPDATED DOUBLE TESTING FIELD MEMO DATED 2/26/2014 MAY PROVIDE ANSWERS TO WHAT OCCURRED LAST YEAR BASED ON THE WAIVER. THIS MEMO IS LOCATED AT ANY SPECIFIC QUESTIONS ABOUT THE WAIVER CAN BE ADDRESSED TO THE OFFICE OF ACCOUNTABILITY AT

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**What’s New… Computer Science Education Week Resources RFP Modules**

PAEMST Engage Common Core Assessments Page DDI Algebra II Geometry Geo Test Blueprint Acceleration Graduation Pathways Thank You EngageNY.org

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**Rigid Motion How has constructing a sound answer changed with the**

Common Core ? Rigor Procedural Conceptual Compute Solve Identify Mathematical Practice #3 Construct viable arguments and critique the reasoning of others. Explain/Justify Describe how/why . . . Make clear and/or offer reason. Convey an idea, qualities or background information. Students will provide/use solid mathematical arguments and language. Written paragraph. Measurement using appropriate tools. Written proof. Rigid Motion EngageNY.org

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Geometry CO SRT GMD GPE C MG BACK

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**A. Experiment with the transformations in the plane. (Supporting)**

Congruence (G-CO) A. Experiment with the transformations in the plane. (Supporting) G.CO.A.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. G.CO.A.2 Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). G.CO.A.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. Regular Polygons NYSED: Trapezoid is defined as “A quadrilateral with at least one pair of parallel sides.” G.CO.A.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. Students may describe translations in terms of vectors, entities that have both magnitude and direction. G.CO.A.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. Students will need to be able to perform and describe transformations in the coordinate plane as well, still need to know the “rules”. Might link this work to what is done in the clusters from Geometric Properties with Equations (GPE). Direction/description of rotations will be stated. Shorthand notation will be consistent with what has appeared in the past with. Students may have to provide a sequence of transformations, but notation f ° g, no.

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**B. Understand congruence in terms of rigid motions. (Major)**

Congruence (G-CO) B. Understand congruence in terms of rigid motions. (Major) G.CO.B.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. A rigid motion of the plane ( also known as an isometry ) is a motion which preserves distance and angle measure. There are four basic rigid motions: (1) Reflection (2) Glide Reflection (3) Rotation (4) Translation What do they do…. Map lines to lines, rays to rays, segments to segments, angles to angles Preserve lengths of segments and the measures of angles G.CO.B.7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. Illustrative Math G.CO.B.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

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**everything maps so the triangles are congruent.” Sue says…”Hmmmm…”**

To start reasoning about the congruence of the two triangles, Sue and Peter have created the following diagram in which they have marked an ASA relationship between the triangles. Based on the diagram, which angles have Peter and Sue indicated are congruent? Which sides? 2. To convince themselves that the two triangles are congruent, what else would Peter and Sue need to know? S B T C A R “I know what to do,” said Peter. “We can translate point A until it maps with point R, then rotate line segment AB about point R until it maps with Line segment RS. Finally, we can reflect ΔABC across line segment RS and then everything maps so the triangles are congruent.” Sue says…”Hmmmm…” B C S Is this enough language, is the argument complete ? T Adapted from 2012 Mathematics Vision Project mathematicsvisionproject.org A R

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**Language of Transformations P’**

Now LOOK at G.SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. NYSED: ASA, SAS, SSS, AAS, and Hypotenuse‐Leg (HL) theorems are valid criteria for triangle congruence. AA, SAS, and SSS are valid criteria for triangle similarity. Examples: Common Core Sample Question #14 pg. 53 June 2012 #35 pg. 56 In the diagram below, P’ is the image of P over l. The points O and R are on l. . Prove <POR ≅ < 𝑃 ′ 𝑂𝑅. P l O R Language of Transformations P’ Reflections: A point P’ is the reflected image of point P over line l iff l is the perpendicular bisector of segment PP’, assuming points P and P’ are not on l

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**C. Prove geometric theorems. (Major)**

Congruence (G-CO) C. Prove geometric theorems. (Major) G.CO.C.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. NYSED: Theorems include but are not limited to the listed theorems. Example: theorems that involve complementary or supplementary angles. G.CO.C.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. NYSED: Theorems include but are not limited to the listed theorems. Example: an exterior angle of a triangle is equal to the sum of the two non‐adjacent interior angles of the triangle. G.CO.C.11 Prove theorems about parallelograms (trapezoids). Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals. Example: rhombus is a parallelogram with perpendicular diagonals. These theorems need not be grand theorems, but rather any non-obvious statement that can be justified on the basis of previously established statements. Proof by contradiction, valid method of proof. Algebraic problems using theorems- link to G.SRT.B.5: Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

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**Use transformational geometry to prove simple angle theorems…**

The congruence of vertical angles (rotations) If two parallel lines are cut by a transversal, then the corresponding angles are congruent. (translations) The sum of the angles of a triangle is 180. C’ C 3 4 1 2 5 A B B’ Prove that in an isosceles trapezoid with AD≅ BC , the straight line which passes through the diagonals intersection parallel to the bases bisects the angle between the diagonals.

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**D. Make geometric constructions. (Supporting)**

Congruence (G-CO) D. Make geometric constructions. (Supporting) G.CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. NYSED: Constructions include but are not limited to the listed constructions. Example: constructing the median of a triangle or constructing an isosceles triangle with given lengths. All constructions from 2005 are fair game…. Link to G.C.A.3 Construct the inscribed and circumscribed circles of a triangle. G.CO.D.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. Square Equilateral triangle Might want to link with standards in the Circles clusters. Back to Snowman

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**Similarity, Right Triangles and Trigonometry (G-SRT)**

Understand similarity in terms of similarity transformations. (Major) G.SRT.A.1 Verify experimentally the properties of dilations given by a center and a scale factor. a. A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor. Performing dilations in the coordinate plane is within the scope of this standard. The center does not always need to be the origin. Assessment items will always be clear as to the center of the dilation. G.SRT.A.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. G.SRT.A.3 Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. Students will be proving why the AA similarity criteria works. SSS and SAS similarity criteria as well. G.SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. NYSED: ASA, SAS, SSS, AAS, and Hypotenuse‐Leg (HL) theorems are valid criteria for triangle congruence. AA, SAS, and SSS are valid criteria for triangle similarity.

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**The Progression of the Similarity …**

Scale Drawings : Ratio and Parallel Method Triangle Splitter Theorem or Triangle Proportionality Theorem (A line segment splits two sides of a triangle proportionally iff it is parallel to the third side. ) Dilation Theorem (If a dilation with center O and scale factor r sends point P to P’ and Q to Q’, then P’Q’=r (PQ). Furthermore, if r≠1 and O,P and Q are the vertices of a triangle, then PQ//P’Q’) A.A. Similarity Criteria: (2 figures are similar if one is ≅to a dilation of the other, or if the second can be obtained from the first by a sequence of rotations, reflections, translations and dilations) S.A.S and SSS Similarity Criteria

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**Similarity, Right Triangles and Trigonometry (G-SRT)**

B. Prove theorems using similarity. (Major) G.SRT.B.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity. NYSED: Theorems include but are not limited to the listed theorems. Example: the length of the altitude drawn from the vertex of the right angle of a right triangle to its hypotenuse is the geometric mean between the lengths of the two segments of the hypotenuse. G.SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. Algebraic problems using theorems. NYSED: ASA, SAS, SSS, AAS, and Hypotenuse‐Leg (HL) theorems are valid criteria for triangle congruence. AA, SAS, and SSS are valid criteria for triangle similarity. C. Define trigonometric ratios and solve problems involving right triangles. (Major) G.SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. G.SRT.C.7 Explain and use the relationship between the sine and cosine of complementary angles. G.SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. Students will also have to find angles using inverse trig ratios. Back to snowman Modeling Example

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**Circles(G-C) Understand and apply theorems about circles. (Supporting)**

G.C.A.1 Prove that all circles are similar. G.C.A.2 Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. NYSED: Relationships include but are not limited to the listed relationships. Example: angles involving tangents and secants. (All 2005 circle theorems) Find the equation of tangent lines, link to G.GPE.5. G.C.A.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. B. Find arc lengths and areas of sectors of circles. (Supporting) G.C.B.5 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.

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**What about circle proofs ? Link to G. SRT.5**

Use the diagram to show that measure of arc DE=y+x and the measure of arc FG=y-x and show your work. What about circle proofs ? Link to G. SRT.5 Common Core Sample Question #13 In the diagram below, secant ACD and tangent AB are drawn from external point A to circle O. Prove the theorem: If a secant and a tangent are drawn to a circle from an external point, the product of the lengths of the secant segment and its external segment equals the length of the tangent segment squared. (AC x AD = AB^2 ) A B C . O Back to Snowman D

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**Consider the circle with equation (𝒙−𝟑) 𝟐 + (𝒚−𝟓) 𝟐 = 20**

Consider the circle with equation (𝒙−𝟑) 𝟐 + (𝒚−𝟓) 𝟐 = 20. Find the equations of two tangent lines to the circle that each have slope -1/2. y-9= -1/2(x-5) y-1= -1/2(x-1) Back

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**Expressing Geometric Properties with Equations (G-GPE)**

Translate between the geometric description and the equation of a conic section. (Supporting) G.GPE.A.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. Equations will not solely be seen in center/radius form as in the past. Students will still need to transfer back and forth between equation and graph. Example B. Use coordinates to prove simple geometric theorems algebraically. (Major) G.GPE.B.4 Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2). This involves students using the midpoint, slope and distance formulas. G.GPE.B.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). Methods G.GPE.B.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio. G.GPE.B.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. Snow

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**Method One: Illustrative Math: When are two lines perpendicular ?**

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**Method Two: Module 4 Connecting Algebra and Geometry Through Coordinates**

Topic B Lessons 5-8 Lesson 5: Using the Pythagorean Theorem If OA is perpendicular to OB then (and common endpoint at origin) … OA= 𝑎1 2 + 𝑎2 2 OB= 𝑏1 2 + 𝑏2 2 AB= (𝑏1−𝑎1) 2 + (𝑏2−𝑎2) 2 𝑂𝐴 2 + 𝑂𝐵 2 = 𝐴𝐵 2 0=( 𝑎 1 )( 𝑏 1 )+( 𝑎 2 )( 𝑏 2 ) Slopes are opposite reciprocals

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Lesson 8

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Grade 5 Module 6 Lessons 14-17 Back

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(𝑥 2 , 𝑦 2 ) Derivation of the midpoint formula (𝑥 𝑚 , 𝑦 𝑚 ) (𝑥 1 , 𝑦 1 ) 𝑥 𝑚 - 𝑥 1 = ½ ( 𝑥 2 - 𝑥 1 ) 𝑦 𝑚 - 𝑦 1 = ½ ( 𝑦 2 - 𝑦 1 )

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**Given the points A(-1,2) and B(7, 8), find the**

coordinates of point P on directed line segment AB that partitions AB in the ratio 1/3. B(7, 8) 8-2 1/4 of 6=1.5 A(-1,2) X- -1 = ¼ (7 - -1) X+1=2 X=1 Y-2= ¼ (8-2) Y-2=1.5 Y=3.5 7- -1 1/4 of 8=2 B(7, 8) P(1,3.5) 1.5 A(-1,2) 2 BACK

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**Geometric Measurement and Dimension (G-GMD)**

A. Explain volume formulas and use them to solve problems. (Supporting) G.GMD.A.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments. Example Cavalieri G.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Modeling Example B. Visualize relationships between two-dimensional and three-dimensional objects. (Supporting) G.GMD.B.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. Example Back to snowman

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**Modeling with Geometry (G-MD)**

Apply geometric concepts in modeling situations. (Major) G.MG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). G.MG.A.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). G.MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). Example G.SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. G.GPE.B.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. G.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Fluencies: Triangle congruence and similarity criteria. Use of coordinates to establish geometric results. Constructions BACK

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**Exploring Rotational Symmetry**

Find the angle of rotation that will carry the 12 sided regular polygon to itself. Exploring Rotational Symmetry How many sides does a regular polygon have that has an angle of rotation equal to 20 degrees. How many lines of symmetry will it have ? If one of the angles of a regular polygon is 160 degrees, find the angle of rotation that will carry this polygon onto itself. Classify quadrilaterals based on transformational properties 180 degree rotation 180 degree rotation 2 lines of symmetry through midpoint of sides 180 degree rotation 2 lines of symmetry along diagonals 90 and 180 degree rotation 4 lines of symmetry along diagonals and through midpoints of sides Back Adapted from 2012 Mathematics Vision Project mathematicsvisionproject.org

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**Find the center of the rotation that takes AB to A’B’.**

Back

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Chante claims that two circles given by (𝑥+2) 2 + (𝑦−4) 2 =49 and 𝑥 2 + 𝑦 2 -6x+16y+37=0 are externally tangent. Justify why she is correct. (𝑥+2) 2 + (𝑦−4) 2 =49 Center (-2,4) and r=7 Is the distance between the two radii equal to the sum of the radii ? 𝑥 2 + 𝑦 2 -6x+16y+37=0 𝑥 2 -6x + 𝑦 y = -37 (𝑥−3) (𝑦+8) 2 =36 Center (3,-8) and r=6 BACK

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**Informal Limit Arguments are used…**

Area of Circle can be determined by taking the limit of the area of either inscribed regular polygons or circumscribed polygons as the number of sides n approaches infinity. Approximate the area of a disk of radius 𝟐 using an inscribed regular hexagon. Approximate the area of a disk of radius 𝟐 using a circumscribed regular hexagon. Based on the areas of the inscribed and circumscribed hexagons, what is an approximate area of the given disk? What is the area of the disk by the area formula, and how does your approximation compare? Approximate area average A=1/2( ) A=1/2( )=7 3 ≈ 12.12 Actual Area of circle with radius 2 A=𝜋 𝑟 2 = 4 𝜋 ≈ 12.57

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Lesson 4 Module 3 𝐴𝑟𝑒𝑎(𝑃𝑛)=[𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟(𝑃𝑛)] (1/2)( ℎ 𝑛 ) Think of the regular polygon when it is inscribed in a circle. What happens to ℎ 𝑛 and 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟(𝑃𝑛) as 𝑛 approaches infinity (𝑛→∞) in terms of the radius and circumference of the circle? As 𝑛 increases and approaches infinity, the height ℎ 𝑛 becomes closer and closer to the length of the radius (as 𝑛→∞, ℎ 𝑛 →𝑟). As 𝑛 increases and approaches infinity, 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟(𝑃𝑛) becomes closer and closer to the circumference of the circle (as 𝑛→∞, 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟(𝑃𝑛)→𝐶) Since we are defining the area of a circle as the limit of the areas of the inscribed regular polygon, substitute 𝑟 for ℎ 𝑛 and 𝐶 for 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟(𝑃𝑛) in the formulation for the area of a circle: 𝐴𝑟𝑒𝑎(𝑐𝑖𝑟𝑐𝑙𝑒)=(1/2 )𝑟𝐶 =(1/2) 𝑟(2𝜋𝑟) = 𝜋 𝑟 2

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We are going to show why the circumference of a circle has the formula 𝟐𝝅𝒓. Circle 𝑪𝟏 below has a diameter of 𝒅=𝟏, and circle 𝑪𝟐 has a diameter of 𝒅=𝟐𝒓. All circles are similar. What scale factor of the similarity transformation takes 𝑪𝟏 to 𝑪𝟐? A scale factor of 𝟐𝒓. Since the circumference of a circle is a one-dimensional measurement, the value of the ratio of two circumferences is equal to the value of the ratio of their respective diameters. Rewrite the following equation by filling in the appropriate values for the diameters of 𝑪𝟏 and 𝑪𝟐: 𝐂𝐢𝐫𝐜𝐮𝐦𝐟𝐞𝐫𝐞𝐧𝐜𝐞(𝑪𝟐)/𝐂𝐢𝐫𝐜𝐮𝐦𝐟𝐞𝐫𝐞𝐧𝐜𝐞(𝑪𝟏)=𝐝𝐢𝐚𝐦𝐞𝐭𝐞𝐫(𝑪𝟐)/𝐝𝐢𝐚𝐦𝐞𝐭𝐞𝐫(𝑪𝟏) 𝑪𝒊𝒓𝒄𝒖𝒎𝒇𝒆𝒓𝒆𝒏𝒄𝒆(𝑪𝟐)/𝑪𝒊𝒓𝒄𝒖𝒎𝒇𝒆𝒓𝒆𝒏𝒄𝒆(𝑪𝟏)=𝟐𝒓/𝟏 Since we have defined 𝝅 to be the circumference of a circle whose diameter is 𝟏, rewrite the above equation using this definition for 𝑪𝟏. 𝑪𝒊𝒓𝒄𝒖𝒎𝒇𝒆𝒓𝒆𝒏𝒄𝒆(𝑪𝟐)/𝝅=𝟐𝒓/𝟏 Rewrite the equation to show a formula for the circumference of 𝑪𝟐. 𝑪𝒊𝒓𝒄𝒖𝒎𝒇𝒆𝒓𝒆𝒏𝒄𝒆(𝑪𝟐)=𝟐𝝅𝒓 Back

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**Sketch the figure formed if the rectangular (triangular) region is rotated around the provided axis:**

Describe the shape of the cross-section of each of the following objects. Right circular cone: Cut by a plane through the vertex and perpendicular to the base Triangular Prism : Cut by a plane parallel to a base Cut by a plane parallel to a face Back

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Cavalieri’s Principle: A method for finding the volume of any solid for which cross-sections by parallel planes have equal area. Plane Properties Revisited

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**General Cone Cross-Section Theorem:**

Using these plane properties/congruent triangles to informally prove Cavalieri’s Principle showing that for any prism, no matter what polygon the base is, the cross-sections are congruent to the base. Prove that cross sections are similar to the base using dilations (lengths along edge of pyramid allows us to find scale factor of dilation) and SSS similarity criteria. The area of the similar region should be the area of the original figure times the square of the scale factor. General Cone Cross-Section Theorem: If two general cones have the same base area and the same height, then cross-sections for the general cones the same distance from the vertex have the same area. Scaling and effect on volume Cavalieri’s to prove volume of cylinder and cone Informal argument and scaling used to prove volume of pyramid V=1/3(B)(h) Back

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VS It is given that point D is the image of point A after a reflection in line CH. It is given that line CH is the perpendicular bisector of segment BE at point C. Since a bisector divides a segment into two congruent segments at its midpoint, segment BC is congruent to segment EC . Point E is the image of point B after a reflection over the line CH, since points B and E are equidistant from point C and it is given that line CH is perpendicular to BE. Point C is on line CH therefore, point C maps to itself after the reflection over line CH. Since all three vertices of triangle ABC map to all three vertices of triangle DEC under the same line reflection, then ∆ABC≅∆ DEC because a line reflection is a rigid motion and triangles are congruent when one can be mapped onto the other using a sequence of rigid motions. Back

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Exercises 1–3 Each exercise below shows a sequence of rigid motions that map a pre-image onto a final image. Identify each rigid motion in the sequence, writing the composition using function notation. Trace the congruence of each set of corresponding sides and angles through all steps in the sequence, proving that the pre-image is congruent to the final image by showing that every side and every angle in the pre-image maps onto its corresponding side and angle in the image. Finally, make a statement about the congruence of the pre-image and final image. Pg. 161 Students may use function notation (vectors) to state a sequence of rigid motions, or in words describe each transformation of the sequence in order…complete language being important here, e.g. stating line of reflection, fully describing the translation (direction and length (maps point B’ to B’’) and then stating center, direction and degree of rotation. Any rotations that need to be performed will not involve the use of a protractor. Given that ∆𝐴𝐵𝐶 ≅∆ A’’’B’’’C’’’, state a sequence of rigid motions that will map ∆𝐴𝐵𝐶 to ∆ A’’’B’’’C’’’ Back

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BACK BACK

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**13 grant awards to 10 school districts**

Common Core Institute with Sponsored Common Core Institute Fellowship The primary purpose of this request for proposals (RFP) is to grant school districts, Board of Cooperative Education Services (BOCES), and charter schools, from across the state, resources to allow the organization to serve as a Common Core Institute (CCI) and sponsor selected educators as Common Core Institute Fellows to support professional development and capacity-building, specifically through the enhancement of the optional and supplemental curricular modules currently posted on EngageNY.org. Each eligible application must nominate one full-time educator or two part-time educators (each 50 percent of an FTE) for one of the grade levels in Grades K-12 Mathematics or Grades 3-12 ELA, or one full-time or two part-time ELL educators for two grades in an ELA grade band (3-4, 5-6, 7-8, 9-10, 11-12). Applications must be received by: October 7, 2014 Anticipated Preliminary Award Notification: December 2014 Anticipated Project Period: January June 30, 2015 more precise and comprehensive scaffolds and supports for ELLs and SWDs more effective formatting and usability modular organization to support local pacing decisions bridging supports for students who require remedial reinforcement Additional performance tasks and DDI supports Grades for Math: K,1,3,4,7 and 8 Any Ideas or Suggestions Please share… BACK EngageNY.org

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What is New ? Answer Keys for Grades 1-5, Modules 1-3 More coming….

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**PLD’s 50 % of 2014 3-8 test items released**

New York State Certified Teacher Participation Opportunities with the New York State Education Department for… Item development, test form review, range finding, and standard setting. 50 % of 2014 3-8 test items released PLD’s 2014 Grades 3-8 ELA and Math Test Results Information and Reporting Services (IRS) Release of Data - August 14, 2014 Equating Explained FAQ Educational Testing Service (ETS) Raw Score/Percent Score/Scale Score/Equating Process/Anchor Items EngageNY.org

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**Performance Level Definitions**

NYS Level 5 Students performing at this level exceed Common Core expectations. NYS Level 4 Students performing at this level meet Common Core expectations. NYS Level 3 Students performing at this level partially meet Common Core expectations (required for current Regents Diploma purposes). NYS Level 2 (Safety Net) Students performing at this level partially meet Common Core expectations (required for Local Diploma purposes). NYS Level 1 Students performing at this level do not demonstrate the knowledge and skills required for NYS Level 2. … used in Assessment PLDs are essential in setting standards for the New York State Regents Examinations. Standard setting panelists use PLDs to determine the threshold expectations for students to demonstrate the knowledge and skills necessary to attain just barely a Level 2, Level 3, Level 4, or Level 5 on the assessment. These discussions then influence the panelists in establishing the cut scores on the assessment. PLDs are also used to inform item development, as each test needs questions that distinguish performance all along the continuum. EngageNY.org

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**… used in Instruction BACK EngageNY.org**

PLDs help communicate to students, families, educators and the public the specific knowledge and skills expected of students to demonstrate proficiency and can serve a number of purposes in classroom instruction. They are the foundation of rich discussion around what students need to do to perform at higher levels and to explain the progression of learning within a subject area. BACK EngageNY.org

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**18 shared standards with Algebra I**

GAISE Report Guidelines for Assessment and Instruction in Statistics Education (American Statistical Association) Four Components of the Statistical Problem Solving Process and the role of Variability Formulate Questions Collect Data Analyze Data Interpret Results BACK Assessment Limits for Standards Assessed on More Than One End-of-Course Test/EOY Evidence Tables EngageNY.org

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Test Blueprint EngageNY.org

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**Standards Clarifications**

In an effort to ensure that the standards can be interpreted by teachers and used effectively to inform classroom instruction, several standards of the Geometry curriculum have been identified as needing some clarification. These clarifications are outlined below. G-CO.3 Trapezoid is defined as “A quadrilateral with at least one pair of parallel sides.” G-CO.9, G-CO.10, G-CO.11, G-SRT.4 Theorems include but are not limited to the listed theorems. G-CO.12 Constructions include but are not limited to the listed constructions. G-SRT.5 ASA, SAS, SSS, AAS, and Hypotenuse-Leg theorem are valid criteria for triangle congruence. AA, SAS, and SSS are valid criteria for triangle similarity. Mathematics Tools for the Regents Examination in Geometry (Common Core) Graphing Calculator Straightedge Compass G-C.2 Relationships include but are not limited to the listed relationships. Reference Sheet Same as Algebra I

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**Regents Examination in Geometry (Common Core) Design Test Component **

In response to field feedback, the Educator Guide to the Regents Examination in Geometry (Common Core) has been updated. One important refinement is that there will be two 6-credit constructed-response questions: one 6-credit question will require students to develop multi-step, extended logical arguments and proofs involving major content, and one 6-credit question will require students to use modeling to solve real-world problems. This refinement balances field expectations with what the standards require, and will allow students the opportunity to exhibit the knowledge and skills associated with both types of questions. The guide also provides additional information about the types of questions that will appear on the test in June 2015. Updates are shown as highlighted text in the revised guide posted at: https://www.engageny.org/resource/regents-exams-mathematics-geometry-test-guide Regents Examination in Geometry (Common Core) Design Test Component Number of Questions Credits per Question Total Credits in Section Part I 24 2 48 Part II 8 16 Part III 4 Part IV 1 6 Total 37 86 X 7 X 14 X 3 X 12 X 2 X 12 X 36 BACK

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**What the STANDARDS say about ACCELERATION**

Students who are capable of moving more quickly deserve thoughtful attention, both to ensure that they are challenged and that they are mastering the full range of mathematical content and skills. Rather than skipping or rushing through content, students should have appropriate progressions of foundational content…the continuity of the learning progression is not disrupted. Skipping material to get students to a particular point in the curriculum will likely create gaps…which may create additional problems later. Some of the highest priority content for college and career readiness comes from grades 6-8. (Ratio and proportional reasoning/geometry/algebra) EngageNY.org

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Placing students into tracks too early should be avoided at all costs, it is not recommended to compact the standards before grade 7. Districts are encouraged to have a well-crafted sequence of compacted courses, which require a faster pace to complete…compacting 3 years of content into 2 years. Decisions to accelerate are almost always a joint decision between the school and the family, serious efforts must be made to consider solid evidence of student learning. EngageNY.org

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I want my AP Calculus Unfortunately, many parents and community leaders look upon pre-CCSS grade 8 courses as mostly “skippable.” They think of CCSS grade 8 in that old paradigm and push for “skipping” the grade again in order to reach Calc AP by 12th grade. But there’s a problem with that… EngageNY.org

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EngageNY.org

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Protecting grade 8 It’s a marketing problem, but it appears to have possible solutions… BACK Pathways not endorsed by NYSED EngageNY.org

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**Common Core Sample Question #12**

Trees that are cut down and stripped of their branches for timber are approximately cylindrical. A timber company specializes in a certain type of tree that has a typical diameter of 50 cm and a typical height of about 10 meters. The density of the wood is 380 kilograms per cubic meter, and the wood can be sold by mass at a rate of$4.75 per kilogram. Determine and state the minimum number of whole trees that must be sold to raise at least $50,000. Back

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Goal: By 2015, NYS will have an established set of pathways to graduation that are grounded in CCLS, increase student engagement and achievement. Allow for student choice Have demonstrated effective outcomes for students Similarly rigorous

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Stay tuned…

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Math Studio Talk Video Series on Engageny: Math coach Nick Timpone takes us from standards in kindergarten through Grade 5 and demonstrates hands-on ideas, games, activities and models that teachers can take back to their classrooms or parents can use as a tool as they help their children with their homework. Since the standards move students from a basic understanding of numbers to more complex math like decimals and fractions, you will also see how these concepts and strategies build upon each other to help students' math knowledge progress from grade to grade. CC,OA K-4, NBT K-5, NF 3-5 https://www.engageny.org/content/math-studio-talk-common-core-instruction-video-series

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**Scaffolding Instruction for English Language Learners: A Resource Guide for Mathematics**

https://www.engageny.org/resource/scaffolding-instruction-english-language-learners-resource-guides-english-language-arts-and The resource guides were developed by national experts in ELL instruction, Diane August and Diane Staehr Fenner, who have developed these ELL scaffolds for New York State that are aligned to the Common Core and are research-based instructional strategies for developing content and language with ELL students. The resource guides first provide a description of each scaffolding strategy used, and explain the research basis for such approaches. The guides then provide examples of lessons from each partner organization that has worked with NYS educators to develop optional curriculum modules on EngageNY, embedding research-based scaffolds into the lessons. The examples include instructions for teachers, actions for students, and additional resources to facilitate implementing each scaffolding technique. Kindergarten, Module 3, Lesson 3: Make Series of Longer Than and Shorter Than Comparisons Grade 4, Module 5, Lesson 16: Use Visual Models to Add and Subtract Two Fractions With the Same Units Grade 8, Module 3, Lesson 6: Proofs of Laws of Exponents Algebra I, Module 3, Lesson 5: The Power of Exponential Growth Education Week November 14, 2014 Back EngageNY.org

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**PAEMST NYSED Coordinators: **

Award Cycle 7-12 Grade Level Teachers For more information about the PAEMST program visit the New York State’s Education Department’s website at PAEMST NYSED Coordinators: Math – Sue Brockley Science – Ann Crotty April 1, 2015 May 1, 2015

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**New York State Teacher of the Year**

2016 Information Purpose New York State wishes to recognize and celebrate exceptionally skilled and passionate educators. This year, we will identify five teachers to serve as ambassadors for New York State teachers. Of these five teachers, one will be selected as the New York State Teacher of the Year and nominated for the National Teacher of the Year program. Selection Criteria A nominee must: be rated “effective” or “highly effective” on his or her annual Professional Performance Review (APPR) or, if the APPR is not applicable to his or her current teaching area, have a record of superior teaching performance as evidenced by student learning gains, assessments, and recognition of work; demonstrate exceptional educational talent as evidenced by effective instructional practices and student learning results in the classroom and school; be an exceptionally skilled and dedicated teacher; be appropriately credentialed within his or her current teaching area and work directly with students in a public school at any grade level or in any subject area from pre-kindergarten through grade 12; plan to remain in the field of education during and after his or her year of recognition; have a minimum of five years of current teaching experience; demonstrate leadership through active roles in the school and community; and be poised and articulate, with the energy and equanimity to manage a busy schedule. While all of these qualifications are considered, the most important qualification is the superior ability to inspire learning in students of all backgrounds and abilities. Teacher of the Year Responsibilities Being selected as the New York State Teacher of the Year and nominee for the National Teacher of the Year program is a great honor and responsibility. Selection as New York State Teacher of the Year carries with it an obligation to appear as a keynote speaker and make public appearances. The New York State Teacher of the Year is given the opportunity to participate in professional development trainings around the country (with other state teachers of the year), and traditionally meets the President of the United States at the White House. Schools and districts may also experience several of the other benefits of the Teacher of the Year program, such as: access to information and resources gathered by the New York State Teachers of the Year as a result of participation in professional development at the state and/or national levels; coaching for other teachers on instructional approaches; information and technical support for principals about how to prepare and support excellent teachers; and a visit by the Commissioner of Education to the classroom and school of the New York State Teacher of the Year. Nomination and Selection Process Any parent, community member, student, or educator can nominate an individual who meets the selection criteria outlined in the section above to be a New York State Teacher of the Year. Nominees must complete and submit the application by Monday, February 2, For more information on the timeline process, please visit the website. Back

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**Computer Science Education Week**

December 8-14 The Hour of Code is organized by Code.org, a public 501c3 non-profit dedicated to expanding participation in computer science by making it available in more schools, and increasing participation by women and underrepresented students of color. An unprecedented coalition of partners have come together to support the Hour of Code, too — including Microsoft, Apple, Amazon, Boys and Girls Clubs of America and the College Board. Drag/drop programming JavaScript and Python Using Courses in Computer Science to Meet the Requirements for a Regents or Local Diploma New York State’s current graduation requirements call for 22 units of credit at the commencement level, including three units of credit in both mathematics and science. Although courses in computer science can be used for elective credit, there are provisions in Section of the Commissioner’s Regulations through which courses in computer science may be used to meet the mathematics or science diploma credit requirements…specialized courses. Back

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**Data Driven Instruction Components**

Require the First Step, First Data Analysis and Action High Quality, Common Core-Aligned Assessments Essential First Step https://www.engageny.org/resource/ddi-and-assessments-in-mathematics-designing-assessments-that-provide-meaningful-data

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**Conceptual Understanding**

Balance of Rigor Procedural Fluency Application Conceptual Understanding

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**From the Publishers’ Criteria:**

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https://www.engageny.org/resource/driven-by-data-increasing-rigor-throughout-the-lesson Write “know/do” objectives: Students will know _______ by doing _______. Go to the nouns/verbs of the standards… Write an assessment of the skills immediately after the objective, at the top of the lesson plan Spiral objectives/ skills/ questions from everything previously learned to keep student learning sharp. Use the progressions/previous year’s domains Fold It In… Add how/why questions (e.g., Why did you choose this answer? How do you know your answer is correct?) for different levels of learners and to push thinking. Move from “Ping Pong” to “Volleyball:” instead of teacher responding to every student answer, get other students to respond to each other: “Do you agree with him?” “Why is that answer correct/incorrect?” “What would you add?”

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**Write questions in plan to specific students who are struggling with a standard; jot down their**

responses in the plans during class. After getting to the right answer, have student articulate their original error and how to avoid making the same error in the future. Create leveled questions for assessments

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**Follow up data from Exit Ticket with following day’s Do Now**

Create weekly skills check with a tracking chart: students track their own progress on each skill. Follow up data from Exit Ticket with following day’s Do Now Create leveled homework (student-specific) Back

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**Volume of Cube – Volume of Cone ≈378 𝑖𝑛 3**

Also ties to…G.MG.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder) In a two-chamber sand timer like the one shown a the right, sand passes from one chamber to the other at a rate of 5 𝒊𝒏. 𝟑 /min. The sand forms a pile shaped like a right cone whose diameter is twice it’s height. Suppose all of the sand is in one chamber. You turn the timer and the sand begins to fall into the empty chamber at the bottom. What is the height of the pile in the bottom of the chamber after three minutes ? The figure shows a cone inscribed in a cube. The length of each edge of the cube is 8 in. Find the volume of the space between the cone and the cube to the nearest cubic inch. Volume of Cube V= 𝑠 3 = 8 3 =512 𝑖𝑛 3 Volume of Cone V=1/3 𝜋 𝑟 2 h = 1/3 𝜋(128) 𝑖𝑛 3 Volume of Cube – Volume of Cone ≈378 𝑖𝑛 3 Back Southwestern Geometry: An integrated approach

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**What is the upward speed, assumed constant, of the balloon? **

The angle of elevation of a hot air balloon, climbing vertically, changes from 25 degrees at 10:00 am to 60 degrees at 10:02 am. The point of observation of the angle of elevation is situated 300 meters away from the take off point. What is the upward speed, assumed constant, of the balloon? Give the answer in meters per second and round to two decimal places. ℎ 𝑇 60° h1= 300 (tan (25)) ℎ 𝑇 = 300 (tan (60)) ℎ 2 = ℎ 𝑇 - ℎ 1 Speed ℎ 2 /2 min x (1 min./60 sec.) ≈3.15 𝑚 𝑠𝑒𝑐 Back

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**Thank You Office of Curriculum and Instruction**

Mary Cahill, Director Susan Brockley John Svendsen Office of State Assessment EngageNY.org

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