How can mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace?
How can we use proportions and rate of change to help predict the future?
What is a unit rate?
What is the constant?
What does the point on the graph represent?
How does drawing to scale help us?
Is this a percent increase or decrease?
What would k represent for a sale of n%?
What does the commission and base salary represent?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Ratios and Proportional Relationships: NY-7.RP.1, NY-7.RP.2, NY-7.RP.2a, NY-7.RP.2b, NY-7.RP.2c, NY-7.RP.2d, NY-7.RP.3
Geometry: NY-7.G.1
Expressions, Equations, and Inequalities: NY-7.EE.2, NY-8.EE.5
How can you use what you have previously learned to help?
On the number line, where are the larger numbers?
When adding integers, how do I know if my answer is positive or negative?
What does my answer mean or represent in the real world?
How do I move on a number line when subtracting integers?
What is the sign of the answer when multiplying integers?
What is a good estimate for the answer?
What do I do first when solving?
What are “like'' terms?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
The Number System: NY-7.NS.1, NY-7.NS.1a, NY-7.NS.1b, NY-7.NS.1c, NY-7.NS.1d, NY-7.NS.2, NY-7.NS.2a, NY-7.NS.2b, NY-7.NS.2c, NY-7.NS.2d, NY-7.NS.3
Expressions, Equations, and Inequalities: NY-7.EE.1, NY-7.EE.2, NY-7.EE.3
How are equivalent expressions helpful when connecting to the real world?
How does the inequality connect to the real world?
What is the variable in the problem?
What are “like'' terms?
What expression represents this situation?
Which inequality should I use?
What happens to the inequality when you divide by a negative value?
What does the inequality represent?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Expressions, Equations, and Inequalities: NY-7.EE.3, NY-7.EE.4, NY-7.EE.4a, NY-7.EE.4b, NY-8.EE.7, NY-8.EE.7a, NY-8.EE.7b
Geometry: NY-7.G.5
Where is geometry located in the real world and how is our knowledge of it helpful?
What are transformations?
What does a translation or reflection or rotation or dilation do to a geometric figure?
What does a parallelogram look like?
Can this be a triangle based on the information?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Geometry: NY-7.G.2, NY-8.G.1, NY-8.G.1a, NY-8.G.1b, NY-8.G.1c, NY-8.G.2, NY-8.G.3, NY-8.G.4
How does slope relate to the real world and how can it predict the future?
What does similar mean and what career would it be useful in?
What is an exterior angle and how does it relate to the angles of a triangle?
How are two triangles similar?
What are alternate interior angles?
What does the hypotenuse represent?
What is the slope?
What is the y-intercept and what does it represent?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Geometry: NY-8.G.5
Expressions, Equations, and Inequalities: NY-8.EE.5
Where do irrational numbers exist?
Why is scientific notation important?
Derive the Pythagorean Theorem?
What is a rational and irrational number?
Where do we use Pythagorean Theorem?
What are exponents?
What is the difference between a positive exponent and negative one?
What is this value in scientific notation?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
The Number System: NY-8.NS.1
Geometry: NY-8.G.6, NY-8.G.7, NY-8.G.8
Expressions, Equations, and Inequalities: NY-8.EE.1, NY-8.EE.2
Where is volume represented in the real world and how can the various shapes help us maximize it?
What does Pi represent in formulas for Area and Circumference?
What is a cross section?
What is a prism or cylinder or cone or sphere?
What is surface area?
How do 2D shapes help us find volume in 3d figures?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Geometry: NY-7.G.3, NY-7.G.4, NY-7.G.6, NY-8.G.9
Expressions, Equations, and Inequalities: NY-7.EE.3
How can we compare and contrast two sets of data?
What does random mean?
How can I use a sample to predict a population?
Can two different samples from the same population provide different results?
What data does a box plot and dot plot provide?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Statistics and Probability: NY-6.SP.1b, NY-6.SP.1c, NY-7.SP.3, NY-7.SP.4
What can probability tell us and how can we use it for future events?
How does probability look as a fraction, decimal and percent?
How does this small experiment relate to the probability of the event?
What is the probability of the event NOT happening?
Which situation has a greater probability of success?
What is the probability of selecting a particular outfit from your closet?
Spin the spinner ten times and see if the small sample matches the probability? Why or why not.
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Statistics and Probability: NY-6.SP.6, NY-6.SP.7, NY-6.SP.8, NY-6.SP.8a, NY-6.SP.8b,NY-7.SP.8c
Expressions, Equations, and Inequalities: NY-7.EE.3