New York State Next Generation 2

Mathematics Learning Standards 0

1
Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations – Fractions

Ratios and Proportional Relationships Make Construct Use Look for

sense of viable appropriate and make
problems arguments tools use of
The Number System and and critique strategically. structure.
persevere the
Expressions and Equations in solving reasoning of
them. others.
Functions
Reason Model with Attend to Look for
Measurement and Data abstractly mathematics. precision. and express
and regularity
Geometry quantitatively. in repeated
reasoning.
Statistics and Probability

Number and Quantity

Algebra

Modeling
 New York State Next Generation Mathematics Learning Standards (2017)

Introduction
In 2015, New York State (NYS) began a process of review and revision of its current mathematics standards adopted in January of 2011. Through numerous phases of public
comment, virtual and face-to-face meetings with committees consisting of NYS educators (Special Education, Bilingual Education and English as a New Language teachers),
parents, curriculum specialists, school administrators, college professors, and experts in cognitive research, the New York State Next Generation Mathematics Learning
Standards (2017) were developed. These revised standards reflect the collaborative efforts and expertise of all constituents involved.
The New York State Next Generation Mathematics Learning Standards (2017) reflect revisions, additions, vertical movement, and clarifications to the current mathematics
standards. The Standards are defined as the knowledge, skills and understanding that individuals can and do habitually demonstrate over time because of instruction and
learning experiences. These mathematics standards, collectively, are focused and cohesive—designed to support student access to the knowledge and understanding of the
mathematical concepts that are necessary to function in a world very dependent upon the application of mathematics, while providing educators the opportunity to devise
innovative programs to support this endeavor. As with any set of standards, they need to be rigorous; they need to demand a balance of conceptual understanding, procedural
fluency and application and represent a significant level of achievement in mathematics that will enable students to successfully transition to post-secondary education and
the workforce.

Context for Revision of the NYS Next Generation Mathematics Learning Standards (2017)
Changing expectations for mathematics achievement
Today’s children are growing up in a world very different from the one even 15 years ago. Seismic changes in the labor market mean that we are living and working in a
knowledge-based economy—one that demands advanced literacy and Science, Technology, Engineering and Mathematics (STEM) skills, whether for application in the private
or public sector. Today, information moves through media at lightning speeds and is accessible in ways that are unprecedented; technology has eliminated many jobs while
changing and creating others, especially those involving mathematical and conceptual reasoning skills. One characteristic of these fast-growing segment of jobs is that the
employee needs to be able to solve unstructured problems while working with others in teams. At the same time, migration and immigration rates around the world bring
diversity to schools and neighborhoods. The exponential growth in interactions and information sharing from around the world means there is much to process, communicate,
analyze and respond to in the everyday, across all settings. For a great majority of jobs, conceptual reasoning and technical writing skills are integral parts to the daily routine.
To prepare students for the changes in the way we live and work, and to be sure that our education system keeps pace with what it means to be mathematically literate and
what it means to collaboratively problem solve, we need a different approach to daily teaching and learning. We need content-rich standards that will serve as a platform for
advancing children’s 21st-century mathematical skills —their abstract reasoning, their collaboration skills, their ability to learn from peers and through technology, and their
flexibility as a learner in a dynamic learning environment. Students need to be engaged in dialogue and learning experiences that allow complex topics and ideas to be
explored from many angles and perspectives. They also need to learn how to think and solve problems for which there is no one solution—and learn mathematical skills along
the way.
Increasingly Diverse Learner Populations
The need for a deeper, more innovative approach to mathematics teaching comes at a time when the system is already charged with building up language skills among the
increasingly diverse population. Students who are English Language Learners (ELLs)/Multilingual Learners (MLLs) now comprise over 20% of the school-age population, which
reflects significant growth in the past several decades. Between 1980 and 2009, this population increased from 4.7 to 11.2 million young people, or from 10 to 21% of the
school-age population. This growth will likely continue in U.S. schools; by 2030, it is anticipated that 40% of the school-age population in the U.S. will speak a language other
than English at home. (1) Today, in schools and districts across the U.S., many students other than those classified as ELLs are learning English as an additional language, even if
not in the initial stages of language development—these children are often described as “language minority learners.” Likewise, many students, large numbers of whom are
growing up in poverty, speak a dialect of English that is different from the academic English found in school curriculum. (2) (3) (4)
 New York State Next Generation Mathematics Learning Standards (2017)

Each of these groups—ELLs/MLLs, language minority learners, and students acquiring academic English—often struggle to access the language, and therefore the knowledge
that fills the pages of academic texts, despite their linguistic assets. Therefore, the context for this new set of Mathematics Standards is that there is a pressing need to provide
instruction that not only meets, but exceeds standards, as part of system-wide initiative to promote equal access to math skills for all learners while capitalizing on linguistic
and cultural diversity.
All academic work does, to some degree, involve the academic language needed for success in school. For many students, including ELLs/MLLs, underdeveloped academic
language affects their ability to comprehend and analyze texts, limits their ability to write and express their mathematical reasoning effectively, and can hinder their acquisition
of academic content in all academic areas in which learning is demonstrated and assessed through oral and written language. If there isn’t sufficient attention paid to building
academic language across all content areas, students, including ELLs/MLLs, will not reach their potential and we will continue to perpetuate achievement gaps. The challenge is
to design instruction that acknowledges the role of language; because language and knowledge are so inextricable.
In summary, today’s children live in a society where many of their peers are from diverse backgrounds and speak different languages; one where technology is ubiquitous and
central to daily life. They will enter a workforce and economy that demands critical thinking skills, and strong communication and social skills for full participation in society.
This new society and economy has implications for today’s education system—especially our instruction to foster a deeper and different set of communication and critical
thinking skills, with significant attention to STEM.
Students with Disabilities and the Standards
One of the fundamental tenets guiding educational legislation (the No Child Left Behind Act, and Every Student Succeeds Act), and related policies over the past 15-years, is that
all students, including students with disabilities, can achieve high standards of academic performance. A related trend is the increasing knowledge and skill expectations for
PreK-Grade 12 students, especially in the area of reading and language arts, required for success in postsecondary education and 21st Century careers. Indeed, underdeveloped
literacy skills have profound academic, social, emotional, and economic consequences for students, families, and society.
At the same time, the most recently available federal data (5) presents a portrait of the field reflecting both challenges and opportunities.
 Students served under IDEA, Part B: During the 2012-13 school year, there was a total of 5.83 million students with disabilities, ages 6-21; an increase from 5.67
million in 2010-11.
 Access to the general education program: More than 60 percent (62.1%) of students, ages 6 through 21 served under IDEA, Part B, were educated in the regular
classroom 80% or more of the day, up from 60.5% in 2010-11.
 Participation in state assessments: Between 68.1 and 84.1 percent of students with disabilities in each of grades 3 through 8 and high school participated in the
regular state assessment in reading based on grade-level academic achievement standards with or without accommodations.
 English language arts proficiency: The median percentages of students with disabilities in grades 3 through 8 and high school who were administered the 2012-13
state assessment in reading based on grade-level academic achievement standards who were proficient ranged from 25.4 to 37.3 percent.
 Graduation: Over sixty percent (65.1%) of students with disabilities graduated with a regular high school diploma.
Overall, the number of students with disabilities is increasing nationwide, as is their access to the general education curriculum, and participation in the state ELA and
mathematics assessments. Attaining proficiency and graduating with a regular high school diploma are areas where significant improvements are needed.
Therefore, each student’s individualized education program (IEP) must be developed in consideration of the State learning standards and should include information for
teachers to effectively provide supports and services to address the individual learning needs of the student as they impact the student’s ability to participate and progress in
the general education curriculum. In addition to supports and services, special education must include specially designed instruction, which means adapting, as appropriate,
the content, methodology or delivery of instruction to address the unique needs that result from the student’s disability. By so doing, the teacher ensures each student’s
access to the general education curriculum so that he or she can meet the learning standards that apply to all students. The Blueprint for Improved Results for Students with
Disabilities focuses on seven core evidence-based principles for students with disabilities to ensure they have the opportunity to benefit from high quality instruction and to
 New York State Next Generation Mathematics Learning Standards (2017)

reach the same academic standards as all students. For additional information, please see the Office of Special Education’s field advisory: Blueprint for Improved Results for
Students with Disabilities.

Understanding the NYS Next Generation Mathematics Learning Standards (2017)

The NYS Next Generation Mathematics Learning Standards (2017) define what students should understand and be able to do as a result of their study of mathematics. To
assess progress on the Standards, a teacher must assess whether the student has understood what has been taught and provide opportunities where a student can
independently use and apply this knowledge to solve mathematical problems in similar or new contexts. While procedural skills are relatively straightforward to assess,
teachers often ask: what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the
student’s mathematical maturity, why a particular mathematical statement is accurate or where a mathematical rule comes from. Correctly using language to articulate
mathematical understanding plays a part in this justification. Making the distinction between mathematical understanding and procedural skill is critical when designing
curriculum and assessment; both are important for the mastery of these standards. That is, there is a world of difference between a student who can summon a mnemonic
device to expand a product such as (a + b)(x + y) and a student who can explain what the mnemonic represents as a process for systematically approaching algebraic problems.
The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task, such as expanding (a + b + c)(x + y).
The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-
level expectations. It is also beyond the scope of the Standards to define the full range of supports appropriate for English Language Learners (ELLs)/Multilingual Learners
(MLLs) and for Students with Disabilities. However, the department ensured that teachers of English Language Learners (ELLs)/Multilingual Learners (MLLs) and Students with
Disabilities participated in the revision of the standards. The New York State Education Department (NYSED) has created two statewide frameworks, the Blueprint for Improved
Results for Students with Disabilities and the Blueprint for English Language Learner Success, aimed to clarify expectations and to provide guidance for administrators,
policymakers, and practitioners to prepare ELLs/MLLs and Students with Disabilities for success. These principles therein the frameworks are intended to enhance
programming and improve instruction that would allow for students within these populations to reach the same standards as all students and leave school prepared to
successfully transition to post school learning, living and working.
No set of grade-specific standards can fully reflect the variation in learning profiles, rates, and needs, linguistic backgrounds, and achievement levels of students in any given
classroom. When designing and delivering mathematics instruction, educators must consider the cultural context and prior academic experiences of all students while bridging
prior knowledge to new knowledge and ensuring that content is meaningful and comprehensible. In addition, as discussed above, educators must consider the relationship of
language and content, and the vital role that language plays in obtaining and expressing mathematics content knowledge. The standards should be read as allowing for the
widest possible range of students to participate fully from the outset, along with appropriate adaptations to ensure equitable access and maximum participation of all
students.

High School – Introduction

Organization of the High School Standards for Mathematical Content
The standards are organized by course at the high school level. The high school courses include Algebra I, Geometry, and Algebra II. The Plus (+) Standards do not make up a
course. They are additional standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. The Plus (+)
Standards may be dispersed throughout any high school course, including Algebra I, Geometry, and Algebra II, but are not expected to be addressed on state assessments.
The high school courses and the Plus (+) Standards are grouped by conceptual categories. These categories include Number and Quantity, Algebra, Functions, Geometry,
Statistics and Probability, and Modeling. Conceptual categories portray a coherent view of high school mathematics; a student’s work with functions, for example, crosses a
number of courses, potentially up through and including calculus.
 New York State Next Generation Mathematics Learning Standards (2017)

Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and
specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of
standards; in that case, it should be understood to apply to all standards in that group.

High School – Modeling

Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate mathematics and
statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social,
and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions,
exploring consequences, and comparing predictions with data.
A model can be very simple, such as writing total cost as a product of unit price and number bought, or using a geometric shape to describe a physical object like a coin. Even
such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two-dimensional disk works well enough for
our purposes. Other situations—modeling a delivery route, a production schedule, or a comparison of loan amortizations—need more elaborate models that use other tools
from the mathematical sciences. Real-world situations are not organized and labeled for analysis; formulating tractable models, representing such models, and analyzing them
is appropriately a creative process. Like every such process, this depends on acquired expertise as well as creativity.
Some examples of such situations might include:
 Estimating how much water and food is needed for emergency relief in a devastated city of 3 million people, and how it might be distributed.
 Planning a table tennis tournament for 7 players at a club with 4 tables, where each player plays against each other player.
 Designing the layout of the stalls in a school fair so as to raise as much money as possible.
 Analyzing stopping distance for a car.
 Modeling savings account balance, bacterial colony growth, or investment growth.
 Engaging in critical path analysis, e.g., applied to turnaround of an aircraft at an airport.
 Analyzing risk in situations such as extreme sports, pandemics, and terrorism.
 Relating population statistics to individual predictions.
In situations like these, the models devised depend on a number of factors: How precise an answer do we want or need? What aspects of the situation do we most need to
understand, control, or optimize? What resources of time and tools do we have? The range of models that we can create and analyze is also constrained by the limitations of
our mathematical, statistical, and technical skills, and our ability to recognize significant variables and relationships among them. Diagrams of various kinds, spreadsheets and
other technology, and algebra are powerful tools for understanding and solving problems drawn from different types of real-world situations.
One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical structure can sometimes model seemingly different situations.
Models can also shed light on the mathematical structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive growth of the
exponential function.
The basic modeling cycle is summarized in the diagram. It involves (1) identifying variables in the
situation and selecting those that represent essential features, (2) formulating a model by creating and
selecting geometric, graphical, tabular, algebraic, or statistical representations that describe
relationships between the variables, (3) analyzing and performing operations on these relationships to
draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5)
 New York State Next Generation Mathematics Learning Standards (2017)

validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning
behind them. Choices, assumptions, and approximations are present throughout this cycle.
In descriptive modeling, a model simply describes the phenomena or summarizes them in a compact form. Graphs of observations are a familiar descriptive model— for
example, graphs of global temperature and atmospheric CO2 over time.
Analytic modeling seeks to explain data on the basis of deeper theoretical ideas, albeit with parameters that are empirically based; for example, exponential growth of
bacterial colonies (until cut-off mechanisms such as pollution or starvation intervene) follows from a constant reproduction rate. Functions are an important tool for analyzing
such problems.
Graphing utilities, spreadsheets, computer algebra systems, and dynamic geometry software are powerful tools that can be used to model purely mathematical phenomena
(e.g., the behavior of polynomials) as well as physical phenomena.

How to read the High School Standards for Mathematical Content

Standards define what students should understand and be able to do.
Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.
Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.
Conceptual Categories provide coherence across the courses.
Coherence Linkages connect standards one grade level forward and/or back when there are very direct linking standards in those grades. For a more thorough analysis of
how standards link to one another, see [Link]
Citations are indicated by a blue number when information was taken or adapted from another source. The number will match the source number in the
Works Cited section at the end of this document. When viewing these standards electronically, the source information (including page number) will
appear as hover-over text.

High School Courses and Plus (+) Standards

Conceptual Category
Domain
Cluster Heading
Coherence Linkages

Standards
Citation

Notes to Clarify &

Connect Standards
 New York State Next Generation Mathematics Learning Standards (2017)

The order in which the standards are presented is not necessarily the order in which the standards need to be taught. Standards from various domains are connected, and
educators will need to determine the best overall design and approach, as well as the instructional strategies needed to support their learners to attain course expectations
and the knowledge articulated in the standards. That is, the standards do not dictate curriculum or teaching methods; learning opportunities and pathways will continue to
vary across schools and school systems, and educators should make every effort to meet the needs of individual students, based on their pedagogical and professional
impressions and information.
 New York State Next Generation Mathematics Learning Standards (2017)

Algebra I Overview
Algebra I is the first mathematics course in high school and the focal point is functions; specifically linear, quadratic, and exponential functions. By the end of eighth grade,
students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two
variables. In Algebra I, students analyze and explain precisely the process of solving an equation. Students, through reasoning, develop fluency writing, interpreting, and
translating between various forms of linear equations and inequalities and make conjectures about the form that a linear equation might take in a solution to a problem. They
reason abstractly and quantitatively by choosing and interpreting units in the context of creating equations in two variables to represent relationships between quantities.
They master the solution of linear equations and apply related solution techniques and the properties of exponents to the creation and solution of simple exponential
equations.
Students learn the terminology specific to polynomials and understand that polynomials form a system analogous to that of integers. Students learn function notation and
develop the concepts of domain and range. They explore many examples of functions, including sequences; they interpret functions represented graphically, numerically,
symbolically, and verbally, translate between representations, and understand the limitations of various representations. Students build on their understanding of integer
exponents to consider exponential functions with integer domains. They compare and contrast linear and exponential functions, looking for structure in each and
distinguishing between additive and multiplicative change. Students explore systems of linear and quadratic equations and linear inequalities, and they find and interpret their
solutions. They interpret arithmetic sequences as linear functions and geometric sequences as exponential functions focusing in on the explicit forms of sequences written in
subscript notation. In building models of relationships between two quantities, students analyze the key features of a graph or table of a function.
Students strengthen their ability to discern structure in polynomial expressions. They create and solve equations involving quadratic and cubic expressions. Students reason
abstractly and quantitatively in interpreting parts of an expression that represent a quantity in terms of its context; they also learn to make sense of problems and persevere in
solving them by choosing or producing equivalent forms of an expression. Students consider quadratic functions, comparing the key characteristics of quadratic functions to
those of linear and exponential functions. They learn through repeated reasoning to anticipate the graph of a quadratic function by interpreting the structure of various forms
of quadratic expressions. In particular, they identify the real solutions of a quadratic equation as the zeros of a related quadratic function, which may require students to write
solutions in simplest radical form.
Students expand their experience with functions to include more specialized functions—linear, exponential, quadratic, square, and those that are piecewise-defined, including
absolute value and step. Students select from among these functions to model phenomena using the modeling cycle.
Students build upon prior experiences with data, and are introduced to working with more formal means of assessing how a model fits data. Students display and interpret
graphical representations of data, and if appropriate, choose regression techniques when building a model that approximates a linear relationship between quantities. They
analyze their knowledge of the context of a situation to justify their choice of a linear model, compute and interpret the correlation coefficient, and distinguish between
situations of correlation and causation.

Mathematical Practices
1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically.
2. Reason abstractly and quantitatively. 6. Attend to precision.
3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure.
4. Model with mathematics. 8. Look for and express regularity in repeated reasoning.
 New York State Next Generation Mathematics Learning Standards (2017)

[Link]
Number and Quantity
Algebra I
The Real Number System
Use properties of rational and irrational numbers.
3. Use properties and operations to understand the different forms of rational and Coherence: [Link].1 → [Link].3 → [Link].6
irrational numbers.
a. Perform all four arithmetic operations and apply properties to generate equivalent a
forms of rational numbers and square roots. Note: Tasks include rationalizing numerical denominators of the form
√b
where a is an integer and b is a natural number.
b. Categorize the sum or product of rational or irrational numbers.
 The sum and product of two rational numbers is rational.
 The sum of a rational number and an irrational number is irrational.
 The product of a nonzero rational number and an irrational number is
irrational.
 The sum and product of two irrational numbers could be either rational or
irrational.

AI-N.Q
Number and Quantity
Algebra I
Quantities
Reason quantitatively and use units to solve problems. ★
1. Select quantities and use units as a way to:
i) interpret and guide the solution of multi-step problems;
ii) choose and interpret units consistently in formulas; and
iii) choose and interpret the scale and the origin in graphs and data displays.
3. Choose a level of accuracy appropriate to limitations on measurement and context Coherence: [Link].4 → AI-N.Q.3
when reporting quantities.
 New York State Next Generation Mathematics Learning Standards (2017)

[Link]
Algebra
Algebra I
Seeing Structure in Expressions
Interpret the structure of expressions.
1. Interpret expressions that represent a quantity in terms of its context. ★
a. Write the standard form of a given polynomial and identify the terms,
coefficients, degree, leading coefficient, and constant term.
b. Interpret expressions by viewing one or more of their parts as a single entity. e.g., Interpret P(1 + r)n as the product of P and a factor not depending on P.
Note: This standard is a fluency recommendation for Algebra I. Fluency in
transforming expressions and chunking (seeing parts of an expression
as a single object) is essential in factoring, completing the square, and
other mindful algebraic calculations. (14)
2. Recognize and use the structure of an expression to identify ways to rewrite it. [Link].2
Coherence: [Link].1 → [Link].2 →
(Shared standard with Algebra II) [Link].3a
e.g.,
 x3 - x2 - x = x(x2 - x - 1)
 532 - 472 = (53 + 47) (53 - 47)
 16x2 - 36 = (4x)2 - (6)2 = (4x + 6) (4x - 6) = 4(2x + 3) (2x - 3)
or 16x2 - 36 = 4(4x2 - 9) = 4(2x + 3) (2x - 3)
 -2x2 + 8x + 10 = -2(x2 – 4x – 5) = -2(x - 5) (x + 1)
 x4 + 6x2 - 7 = (x2 + 7)(x2 - 1) = (x2 + 7)(x + 1)(x - 1)
Note: Algebra I expressions are limited to numerical and polynomial
expressions in one variable. (14) Use factoring techniques such as
factoring out a greatest common factor, factoring the difference of two
perfect squares, factoring trinomials of the form ax2 + bx + c with a lead
coefficient of 1, or a combination of methods to factor completely.
Factoring will not involve factoring by grouping and factoring the sum
and difference of cubes.
Note on Fluency with Procedures:
 Fluency with procedures (procedural fluency) means students are accurate, efficient, flexible, and know when and how to use them appropriately. Developing fluency
requires understanding why and how a procedure works. Understanding makes learning procedures easier, less susceptible to common errors, less prone to forgetting,
and easier to apply in new situations. Students also need opportunities to practice on a moderate number of carefully selected problems after they have established a
strong conceptual foundation of the mathematical basis for the procedure. (12) (13)
Connecting the Standards for Mathematical Practice to Mathematical Content:
 Writing 49x2 + 35x + 6 as (7x)2 + 5(7x) + 6 highlights the structural similarity between this expression and z2 + 5z + 6, leading to a factorization of the original: (7x + 3)
(7x + 2) ([Link].1-3 and [Link].3). This is an example of looking for and making use of structure (MP.7). (14)
New York State Next Generation Mathematics Learning Standards (2017)
 New York State Next Generation Mathematics Learning Standards (2017)

[Link]
Algebra
Algebra I
Seeing Structure in Expressions
Write expressions in equivalent forms to reveal their characteristics. ★
3. Choose and produce an equivalent form of an expression to reveal and explain
properties of the quantity represented by the expression.
(Shared standard with Algebra II)
c. Use the properties of exponents to rewrite exponential expressions. Coherence: [Link].3c → [Link].3c
(Shared standard with Algebra II) e.g.,
 32x = (32)x = 9x
 32x+3 = 32x33 = 9x∙27
Note: Exponential expressions will include those with integer exponents, as
well as those whose exponents are linear expressions. Any linear term
in those expressions will have an integer coefficient. Rational
exponents are an expectation for Algebra II.
Connecting the Standards for Mathematical Practice to Mathematical Content:
 Students are reasoning abstractly and quantitatively (MP.2) when they transform abstract algebraic models via algebraic calculations ([Link].3, [Link].1 & 3,
[Link].1-2, and [Link].4-7) to reveal properties of the problems. (14)

[Link]
Algebra
Algebra I
Arithmetic with Polynomials and Rational Expressions
Perform arithmetic operations on polynomials.
1. Add, subtract, and multiply polynomials and recognize that the result of the operation Coherence: [Link].1 → [Link].2
is also a polynomial. This forms a system analogous to the integers. Note: This standard is a fluency recommendation for Algebra I. Fluency in
adding, subtracting and multiplying polynomials supports students
throughout their work in algebra, as well as in their symbolic work with
functions. (14)
Note on Fluency with Procedures:
 Fluency with procedures (procedural fluency) means students are accurate, efficient, flexible, and know when and how to use them appropriately. Developing fluency
requires understanding why and how a procedure works. Understanding makes learning procedures easier, less susceptible to common errors, less prone to forgetting,
and easier to apply in new situations. Students also need opportunities to practice on a moderate number of carefully selected problems after they have established a
strong conceptual foundation of the mathematical basis for the procedure. (12) (13)
Connecting the Standards for Mathematical Practice to Mathematical Content:
 Students are reasoning abstractly and quantitatively (MP.2) when they transform abstract algebraic models via algebraic calculations ([Link].3, [Link].1 & 3,
[Link].1-2, and [Link].4-7) to reveal properties of the problems. (14)
 New York State Next Generation Mathematics Learning Standards (2017)

[Link]
Algebra
Algebra I
Arithmetic with Polynomials and Rational Expressions
Understand the relationship between zeros and factors of polynomials.
3. Identify zeros of polynomial functions when suitable factorizations are available. [Link].2
Coherence: [Link].3 →
(Shared standard with Algebra II) [Link].3
Note: Algebra I tasks will focus on identifying the zeros of quadratic and cubic
polynomial functions. For tasks that involve finding the zeros of cubic
polynomial functions, the linear and quadratic factors of the cubic
polynomial function will be given (e.g., find the zeros of P(x) = (x - 2)
(x2 - 9)). (14)
Within-Grade Connections:
 Identifying zeros of polynomial functions ([Link].3) is connected to using the structure of an expression to identify ways to rewrite it ([Link].2) and to using an
algebraic process to find zeros of a function ([Link].8).
Connecting the Standards for Mathematical Practice to Mathematical Content:
 Writing 49x2 + 35x + 6 as (7x)2 + 5(7x) + 6 highlights the structural similarity between this expression and z2 + 5z + 6, leading to a factorization of the original:
(7x + 3) (7x + 2) ([Link].1-3 and [Link].3). This is an example of looking for and making use of structure (MP.7). (14)

[Link]
Algebra
Algebra I
Creating Equations
Create equations that describe numbers or relationships. ★
1. Create equations and inequalities in one variable to represent a real-world context. Coherence: NY-8.F.4 → [Link].1 → [Link].1
(Shared standard with Algebra II) Notes:
 This is strictly the development of the model (equation/inequality).
 Limit equations to linear, quadratic, and exponentials of the form
f(x) = a(b)x where a > 0 and b > 0 (b ≠ 1). (14)
 Work with geometric sequences may involve an exponential
equation/formula of the form an = arn-1, where a is the first term and r is
the common ratio.
 Inequalities are limited to linear inequalities.
 Algebra I tasks do not involve compound inequalities.
 New York State Next Generation Mathematics Learning Standards (2017)

2. Create equations and linear inequalities in two variables to represent a real-world Notes:
context.  This is strictly the development of the model (equation/inequality).
 Limit equations to linear, quadratic, and exponentials of the form
f(x) = a(b)x where a > 0 and b > 0 (b ≠ 1).
3. Represent constraints by equations or inequalities, and by systems of equations e.g., Represent inequalities describing nutritional and cost constraints on
and/or inequalities, and interpret solutions as viable or non-viable options in a combinations of different foods.
modeling context.
4. Rewrite formulas to highlight a quantity of interest, using the same reasoning as in e.g., Rearrange Ohm’s law V = IR to highlight resistance R.
solving equations.
Connecting the Standards for Mathematical Practice to Mathematical Content:
 Students are reasoning abstractly (MP.2) when they create abstract algebraic models of problems ([Link].1-4 and [Link].1). (14)
 The habit of using precise language is not only a mechanism for effective communication but also a tool for understanding and solving problems. Attending to precision
(MP.6) involves describing an idea precisely ([Link].3 and [Link].1a), which helps students understand the idea in new ways. (14)
 An effective way to help students develop the skill of describing general relationships is to work through several specific examples and then express what they are doing
with algebraic symbolism ([Link].1-3). For example, when comparing two different text messaging plans, many students who can compute the cost for a given
number of minutes have a hard time writing general formulas that express the cost of each plan for any number of minutes. Constructing these formulas can be
facilitated by methodically calculating the cost for several different input values and then expressing the steps in the calculation, first in words and then in algebraic
symbols. Once such expressions are obtained, students can find the break-even point for the two plans, graph the total cost against the number of messages sent, and
make a complete analysis of the two plans. This is an example of looking for and expressing regularity in repeated reasoning (MP.8). (14)

[Link]
Algebra
Algebra I
Reasoning with Equations and Inequalities
Understand solving equations as a process of reasoning and explain the reasoning.
1a. Explain each step when solving a linear or quadratic equation as following from the Coherence: [Link].1a → [Link].1b
equality of numbers asserted at the previous step, starting from the assumption that
the original equation has a solution. Construct a viable argument to justify a solution
method.
Connecting the Standards for Mathematical Practice to Mathematical Content:
 The habit of using precise language is not only a mechanism for effective communication but also a tool for understanding and solving problems. Attending to precision
(MP.6) involves describing an idea precisely ([Link].3 and [Link].1a), which helps students understand the idea in new ways. (14)

[Link]
Algebra
Algebra I
Reasoning with Equations and Inequalities
Solve equations and inequalities in one variable.
 New York State Next Generation Mathematics Learning Standards (2017)

3. Solve linear equations and inequalities in one variable, including equations with Coherence: [Link].7 → [Link].3
coefficients represented by letters. Note: Algebra I tasks do not involve solving compound inequalities.
4. Solve quadratic equations in one variable. Coherence: [Link].2 → [Link].4 → [Link].4b
Note: Solutions may include simplifying radicals.
a. Use the method of completing the square to transform any quadratic equation in Note: When utilizing the method of completing the square, the quadratic's
x into an equation of the form (x - p)2 = q that has the same solutions. Understand leading coefficient will be 1 and the coefficient of the linear term will
that the quadratic formula is a derivative of this process. be limited to even (after the possible factoring out of a GCF). Students
in Algebra I should be able to complete the square in which
manipulating the given quadratic equation yields an integer value for q.
b. Solve quadratic equations by: Notes:
 Solutions may include simplifying radicals or writing solutions in
simplest radical form.
i) inspection,  An example for inspection would be x2 = 49, where a student should
know that the solutions would include 7 and -7.
ii) taking square roots,
iii) factoring,
iv) completing the square,
v) the quadratic formula, and  When utilizing the quadratic formula, there are no coefficient limits.
vi) graphing.
Recognize when the process yields no real solutions.  The discriminant is a sufficient way to recognize when the process
(Shared standard with Algebra II) yields no real solutions.

Within-Grade Connections:
 Solving quadratic equations in one variable ([Link].4) is connected to using the structure of an expression to identify ways to rewrite it ([Link].2).
 Working with radicals while solving quadratic equations in one variable ([Link].4) is connected to working with the products of rational and irrational numbers (AI-
[Link].3).
 The method of solving graphically ([Link].4b vi) shows the relationship between the zeros of a quadratic function and its graph. This is connected to identifying zeros of
polynomial functions ([Link].3 & [Link].8a) and interpreting key features of a graph ([Link].4a & [Link].7a). (14)

[Link]
Algebra
Algebra I
Reasoning with Equations and Inequalities
Solve systems of equations.
 New York State Next Generation Mathematics Learning Standards (2017)

6a. Solve systems of linear equations in two variables both algebraically and graphically. Coherence: [Link].8 → [Link].6a → (+)-[Link].6b
Note: Algebraic methods include both elimination and substitution.
7a. Solve a system, with rational solutions, consisting of a linear equation and a quadratic Coherence: [Link].8 → [Link].7a → [Link].7b
equation (parabolas only) in two variables algebraically and graphically.
(Shared standard with Algebra II)

[Link]
Algebra
Algebra I
Reasoning with Equations and Inequalities
Represent and solve equations and inequalities graphically.
10. Understand that the graph of an equation in two variables is the set of all its solutions Coherence: [Link].6 → [Link].10
plotted in the coordinate plane. Note: Graphing linear equations is a fluency recommendation for Algebra I.
Students become fluent in solving characteristic problems involving the
analytic geometry of lines, such as writing down the equation of a line
given a point and a slope. Such fluency can support them in solving
less routine mathematical problems involving linearity; as well as
modeling linear phenomena. (14)
11. Given the equations y = f(x) and y = g(x): Coherence: [Link].11 → [Link].11
Note: Algebra I tasks are limited to cases where f(x) and g(x) are linear,
polynomial, absolute value, and exponential functions of the form
f(x) = a(b)x where a > 0 and b > 0 (b ≠ 1).
i) recognize that each x-coordinate of the intersection(s) is the solution to the
equation f(x) = g(x);
ii) find the solutions approximately using technology to graph the functions or Note: Students should be taught to find the solutions approximately using
make tables of values; and technology to graph the functions and make tables of values. When
solving any problem, students can choose either strategy.
iii) interpret the solution in context. ★
(Shared standard with Algebra II)
12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding Note: Graphing linear equations is a fluency recommendation for Algebra I.
the boundary in the case of a strict inequality), and graph the solution set to a system Students become fluent in solving characteristic problems involving the
of linear inequalities in two variables as the intersection of the corresponding half- analytic geometry of lines, such as writing down the equation of a line
planes. given a point and a slope. Such fluency can support them in solving
less routine mathematical problems involving linearity; as well as
modeling linear phenomena (including modeling using systems of
linear inequalities in two variables). (14)
 New York State Next Generation Mathematics Learning Standards (2017)

Note on Fluency with Procedures:

 Fluency with procedures (procedural fluency) means students are accurate, efficient, flexible, and know when and how to use them appropriately. Developing fluency
requires understanding why and how a procedure works. Understanding makes learning procedures easier, less susceptible to common errors, less prone to forgetting,
and easier to apply in new situations. Students also need opportunities to practice on a moderate number of carefully selected problems after they have established a
strong conceptual foundation of the mathematical basis for the procedure. (12) (13)

[Link]
Functions
Algebra I
Interpreting Functions
Understand the concept of a function and use function notation.
1. Understand that a function from one set (called the domain) to another set (called Coherence: NY-8.F.1 → [Link].1 → [Link].7e
the range) assigns to each element of the domain exactly one element of the range. If Note: Domain and range can be expressed using inequalities, set builder,
f is a function and x is an element of its domain, then f(x) denotes the output of f verbal description, and interval notations for functions of subsets of
corresponding to the input x. The graph of f is the graph of the equation y = f(x). real numbers to the real numbers.
2. Use function notation, evaluate functions for inputs in their domains, and interpret
statements that use function notation in terms of a context.
3. Recognize that a sequence is a function whose domain is a subset of the integers. Coherence: [Link].3 → [Link].3
(Shared standard with Algebra II) Notes:
 Sequences (arithmetic and geometric) will be written explicitly and only
in subscript notation.
 Work with geometric sequences may involve an exponential
equation/formula of the form an = arn-1, where a is the first term and r is
the common ratio.
Connecting the Standards for Mathematical Practice to Mathematical Content:
 Students are reasoning abstractly and quantitatively (MP.2) when they transform abstract algebraic models via algebraic calculations ([Link].3, [Link].1 & 3,
[Link].1-2, and [Link].4-7) to reveal properties of the problems. (14)

[Link]
Functions
Algebra I
Interpreting Functions
Interpret functions that arise in applications in terms of the context. ★
4. For a function that models a relationship between two quantities: Coherence: NY-8.F.5 → [Link].4a → [Link].4b
i) interpret key features of graphs and tables in terms of the quantities; and Notes:
ii) sketch graphs showing key features given a verbal description of the  Algebra I key features include the following: intercepts, zeros; intervals
relationship. where the function is increasing, decreasing, positive, or negative;
(Shared standard with Algebra II) maxima, minima; and symmetries.
 Tasks have a real-world context and are limited to the following
 New York State Next Generation Mathematics Learning Standards (2017)

functions: linear, quadratic, square root, piece-wise defined (including

step and absolute value), and exponential functions of the form
f(x) = a(b)x where a > 0 and b > 0 (b ≠ 1). (14)
5. Determine the domain of a function from its graph and, where applicable, identify the
appropriate domain for a function in context.
6. Calculate and interpret the average rate of change of a function over a specified Coherence: NY-8.F.4 → [Link].6 → [Link].6
interval. Notes:
(Shared standard with Algebra II)
 Functions may be presented by function notation, a table of values,
or graphically.
 Algebra I tasks have a real-world context and are limited to the
following functions: linear, quadratic, square root, piece-wise defined
(including step and absolute value), and exponential functions of the
form f(x) = a(b)x where a > 0 and b > 0 (b ≠ 1). (14)
Connecting the Standards for Mathematical Practice to Mathematical Content:
 Students are reasoning abstractly and quantitatively (MP.2) when they transform abstract algebraic models via algebraic calculations ([Link].3, [Link].1 & 3,
[Link].1-2, and [Link].4-7) to reveal properties of the problems. (14)

[Link]
Functions
Algebra I
Interpreting Functions
Analyze functions using different representations.
7. Graph functions and show key features of the graph by hand and by using [Link].7c
Coherence: [Link].7 →
technology where appropriate. ★ [Link].7e
(Shared standard with Algebra II)
a. Graph linear, quadratic, and exponential functions and show key features. Notes:
 Algebra I key features include the following: intercepts, zeros; intervals
where the function is increasing, decreasing, positive, or negative; maxima,
minima; and symmetries.
 Exponential functions are of the form f(x) = a(b)x where a > 0 and b > 0
(b ≠ 1).
 Graphing linear functions is a fluency recommendation for Algebra I.
Students become fluent in solving characteristic problems involving the
analytic geometry of lines, such as writing down the equation of a line given
a point and a slope. Such fluency can support them in solving less routine
mathematical problems involving linearity; as well as modeling linear
phenomena. (14)
 New York State Next Generation Mathematics Learning Standards (2017)

b. Graph square root, and piecewise-defined functions, including step functions Note: Algebra I key features include the following: intercepts, zeros; intervals
and absolute value functions and show key features. where the function is increasing, decreasing, positive, or negative; maxima,
minima; and symmetries.
8. Write a function in different but equivalent forms to reveal and explain different Coherence: [Link].8a → [Link].3a
properties of the function.
(Shared standard with Algebra II)
a. For a quadratic function, use an algebraic process to find zeros, maxima, Note: Algebraic processes include but not limited to factoring, completing the
minima, and symmetry of the graph, and interpret these in terms of context. square, use of the quadratic formula, and the use of the axis of symmetry.
9. Compare properties of two functions each represented in a different way Coherence: NY-8.F.2 → [Link].9 → [Link].9
(algebraically, graphically, numerically in tables, or by verbal descriptions). Note: Algebra I tasks are limited to the following functions: linear, quadratic,
(Shared standard with Algebra II) square root, piecewise defined (including step and absolute value), and
exponential functions of the form f(x) = a(b)x where a > 0 and b > 0 (b ≠ 1).
(14)
Note on Fluency with Procedures:
 Fluency with procedures (procedural fluency) means students are accurate, efficient, flexible, and know when and how to use them appropriately. Developing fluency
requires understanding why and how a procedure works. Understanding makes learning procedures easier, less susceptible to common errors, less prone to forgetting,
and easier to apply in new situations. Students also need opportunities to practice on a moderate number of carefully selected problems after they have established a
strong conceptual foundation of the mathematical basis for the procedure. (12) (13)

[Link]
Functions
Algebra I
Building Functions
Build a function that models a relationship between two quantities.
1. Write a function that describes a relationship between two quantities. ★ Coherence: NY-8.F.4 → [Link].1a → [Link].1a
(Shared standard with Algebra II)
a. Determine a function from context. Notes:
Define a sequence explicitly or steps for calculation from a context.  Algebra I tasks are limited to linear, quadratic and exponential
(Shared standard with Algebra II) functions of the form f(x) = a(b)x where a > 0 and b > 0 (b ≠ 1). (14)
 Work with geometric sequences may involve an exponential
equation/formula of the form an = arn-1, where a is the first term and r is
the common ratio.
 Sequences will be written explicitly and only in subscript notation.
Connecting the Standards for Mathematical Practice to Mathematical Content:
 Students are reasoning abstractly (MP.2) when they create abstract algebraic models of problems ([Link].1-4 and [Link].1). (14)
 New York State Next Generation Mathematics Learning Standards (2017)

[Link]
Functions
Algebra I
Building Functions
Build new functions from existing functions.
3a. Using f(x) + k, k f(x), and f(x + k): Coherence: [Link].3a → [Link].3b
i) identify the effect on the graph when replacing f(x) by f(x) + k, k f(x), and Note: Tasks are limited to linear, quadratic, square root, and absolute value
f(x + k) for specific values of k (both positive and negative); functions; and exponential functions of the form f(x) = a(b)x where a > 0
ii) find the value of k given the graphs; and b > 0 (b ≠ 1). (14)
iii) write a new function using the value of k; and
iv) use technology to experiment with cases and explore the effects on the graph.
(Shared standard with Algebra II)
Note on the Word Explore:
 Explore indicates that the topic is an important concept that builds the foundation for progression toward mastery in later grades. Repeated experiences with these
concepts, with immersion in the concrete, are vital.

[Link]
Functions
Algebra I
Linear, Quadratic, and Exponential Models ★
Construct and compare linear, quadratic, and exponential models and solve problems.
1. Distinguish between situations that can be modeled with linear functions and with Coherence: NY-8.F.3 → [Link].1
exponential functions.
a. Justify that a function is linear because it grows by equal differences over equal
intervals, and that a function is exponential because it grows by equal factors
over equal intervals.
b. Recognize situations in which one quantity changes at a constant rate per unit e.g., A flower grows two inches per day.
interval relative to another, and therefore can be modeled linearly.
c. Recognize situations in which a quantity grows or decays by a constant percent e.g., A flower doubles in size after each day.
rate per unit interval relative to another, and therefore can be modeled
exponentially.
2. Construct a linear or exponential function symbolically given: Coherence: [Link].2 → [Link].2
i) a graph; Note: Tasks are limited to constructing linear and exponential functions in
ii) a description of the relationship; simple context (not multi-step). (14)
iii) two input-output pairs (include reading these from a table).
(Shared standard with Algebra II)
 New York State Next Generation Mathematics Learning Standards (2017)

3. Observe using graphs and tables that a quantity increasing exponentially eventually Coherence: NY-8.F.5 → [Link].3
exceeds a quantity increasing linearly, quadratically, or (more generally) as a
polynomial function.

[Link]
Functions
Algebra I
Linear, Quadratic, and Exponential Models ★
Interpret expressions for functions in terms of the situation they model.
5. Interpret the parameters in a linear or exponential function in terms of a context. Coherence: [Link].5 → [Link].5
(Shared standard with Algebra II) Note: Tasks have a real-world context. Exponential functions are limited to
those with domains in the integers and are of the form f(x) = a(b)x
where a > 0 and b > 0 (b ≠ 1). (14)
Within-Grade Connections:
 Interpreting the parameters in a linear or exponential function in terms of a context ([Link].5) is connected to interpreting expressions by viewing one or more of their
parts as a single entity ([Link].1b).

[Link]
Statistics and Probability
Algebra I
Interpreting Categorical and Quantitative Data
Summarize, represent, and interpret data on a single count or measurement variable.
1. Represent data with plots on the real number line (dot plots, histograms, and box Coherence: [Link].1 → [Link].4a
plots).
2. Use statistics appropriate to the shape of the data distribution to compare center Coherence: [Link].2 → [Link].4a
(median, mean) and spread (inter-quartile range, sample standard deviation) of two Note: Values in the given data sets will represent samples of larger
or more different data sets. populations. The calculation of standard deviation will be based on the

sample standard deviation formula s=

√ ∑ ( x−x ) ² . The sample
n−1
standard deviation calculation will be used to make a statement about
the population standard deviation from which the sample was drawn.
3. Interpret differences in shape, center, and spread in the context of the data sets,
accounting for possible effects of extreme data points (outliers).

[Link]
Statistics and Probability
Algebra I
Interpreting Categorical and Quantitative Data
Summarize, represent, and interpret data on two categorical and quantitative variables.
 New York State Next Generation Mathematics Learning Standards (2017)

5. Summarize categorical data for two categories in two-way frequency tables. Interpret
relative frequencies in the context of the data (including joint, marginal, and
conditional relative frequencies). Recognize possible associations and trends in the
data.
6. Represent bivariate data on a scatter plot, and describe how the variables’ values are Coherence: [Link].1 → [Link].6 → [Link].6
related. Note: It’s important to keep in mind that the data must be linked to the same
“subjects,” not just two unrelated quantitative variables; being careful
not to assume a relationship between the actual variables
(correlation/causation issue).
a. Fit a function to real-world data; use functions fitted to data to solve problems in [Link].2
Coherence: → [Link].6a → [Link].6a
the context of the data. [Link].3
(Shared standard with Algebra II) Note: Algebra I emphasis is on linear models and includes the regression
capabilities of the calculator.

[Link]
Statistics and Probability
Algebra I
Interpreting Categorical and Quantitative Data
Interpret linear models.
7. Interpret the slope (rate of change) and the intercept (constant term) of a linear Coherence: [Link].3 → [Link].7
model in the context of the data.
8. Calculate (using technology) and interpret the correlation coefficient of a linear fit. Coherence: [Link].2 → [Link].8
9. Distinguish between correlation and causation. Coherence: [Link].1 → [Link].9