Students create a quadratic function from a data set based on a contextual situation, sketch its graph, and interpret both the function and the graph in context. They answer questions and make predictions related to the data, the quadratic function, and graph.

From a graphic representation, students recognize the function type, interpret key features of the graph, and create an equation or table to use as a model of the context for functions addressed in previous modules (i.e., linear, exponential, quadratic, cubic, square root, cube root, absolute value, and other piecewise functions).

Students recognize linear, quadratic, and exponential functions when presented as a data set or sequence, and formulate a model based on the data.

Students create a two-variable equation that models the graph from a context. Function types include linear, quadratic, exponential, square root, cube root, and absolute value. They interpret the graph and function and answer questions related to the model, choosing an appropriate level of precision in reporting their results.

Students recognize when a table of values represents an arithmetic or geometric sequence. Patterns are present in tables of values. They choose and define the parameter values for a function that represents a sequence.

Students use linear, quadratic, and exponential functions to model data from tables, and choose the regression most appropriate to a given context. They use the correlation coefficient to determine the accuracy of a regression model and then interpret the function in context. They then make predictions based on their model, and use an appropriate level of precision for reporting results and solutions.

Students learn a more formal definition of conditional probability and are asked to interpret conditional probabilities. Data are presented in two-way frequency tables, and conditional probabilities are calculated using column or row summaries.

Students determine the sample space for a chance experiment. Given a description of a chance experiment and an event, students identify the subset of outcomes from the sample space corresponding to the complement of an event. Given a description of a chance experiment and two events, students identify the subset of outcomes from the sample space corresponding to the union or intersection of two events. Students calculate the probability of events defined in terms of unions, intersections, and complements for a simple chance experiment with equally likely outcomes.

Students will understand transformations by first exploring the notion of linearity in an algebraic context. This quickly leads to a return to the study of complex numbers and a study of linear transformations in the complex plane.

Students will study transformations and the role transformations play in defining congruence. The need for clear use of language is emphasized through vocabulary, the process of writing steps to perform constructions, and ultimately as part of the proof-writing process.

Students learn about how the nervous system is the body's control center.

From EngageNY.org of the New York State Education Department. Grade 1 ELA Domain 2: The Human Body. Available from engageny.org/resource/grade-1-ela-domain-2-the-human-body; accessed 2015-05-29.

Students will develop a set of tools for understanding and interpreting variability in data, and begin to make more informed decisions from data. They work with data distributions of various shapes, centers, and spreads. Students build on their experience with bivariate quantitative data from Grade 8. This module sets the stage for more extensive work with sampling and inference in later grades.

In this lesson, students understand that when one group is randomly divided into two groups, the two groups’ means differ just by chance (a consequence of the random division). Students understand that when one group is randomly divided into two groups, the distribution of the difference in the two groups’ means can be described in terms of shape, center, and spread.

Students read and comment on examples from the media (newspaper and Internet) that involve estimating a population proportion or a population mean. Students calculate the margin of error and compare their calculations with the published results. In addition, students interpret the margin of error in the context of the article and comment on how the survey was conducted.

Students read and comment on examples from the media that involve statistical experiments that compare two treatments.

This lesson introduces Venn diagrams to represent the sample space and various events and sets the stage for the two lessons that follow, which introduce students to probability formulas. The purpose is to provide a bridge between using the two-way table approach and using formulas to calculate probabilities. Venn diagrams also provide an opportunity to visually represent the population needed to understand what is requested in the exercises.

Given a description of a statistical experiment, students identify the response variable and the treatments. Students recognize the different purposes of random selection and of random assignment.cStudents recognize the importance of random assignment in statistical experiments.

Students learn to construct an equilateral triangle.
Students communicate mathematic ideas effectively and efficiently.

Students apply the equilateral triangle construction to more challenging problems.
Students communicate mathematical concepts clearly and concisely.