Verified Document

How New York State Presents Its Core Standards For Mathematics Term Paper

Education What are the differences between the Common Core Standards for grade eight and the New York State standards of mathematics?

Common Core Standards

For one thing, the Common Core Standards offer narrative (rather than bullet points) and go into more specific and in depth instructions through narrative. The Common Core Standards expressly mentions three critical areas out in front: a) formulating and reasoning about "expressions and equations," which includes "modeling an association in bivariate data with a linear equation" -- and that includes being able to solve "linear equations and systems of linear equations"; b) students are asked to "grasp the concept of a function" and to use functions in order to understand "quantitative relationships"; and c) students must be able to apply the Pythagorean Theorem when it comes to being able to analyze two and three dimensional space and figures using "distance, angle, similarity, and congruence" (www.corestandards.org). These directions are provided in two pages.

And from that point on the Common Core Standards offers paragraphs (three paragraphs), each one going into great depth as to the three "critical areas" in the field of mathematics for eighth graders.

The New York Standards of Mathematics

Meanwhile the New York Standards for Mathematics is more than five pages and under each bullet point the NYS standards have examples of what students are supposed to learn. For example under 8EE Expressions and Equations, students are asked to work with "radicals...

When the student moves his or her curser over each bullet point, an example problem comes up that needs to be solved. For example, when holding the curser over the bullet point that reads, "Exponents with negative bases (Eighth grade F.4)," a sample problem pops up. The "sample problem" is "Evaluate -13 = [answer]."
Under 8F Functions, a number of sub-heads give students a chance to see what problems will need to be solved under the description of functions. A function is "a rule that assigns to each input exactly one output," the instructions explain. The first bullet point for eighth grade asks the student to "compare a function table" -- and holding the curser over that bullet point reveals what a function table looks like before it is completed.

How is this program put on by New York State different than the basic Common Core Standards per se? The New York State presentation of what should be known is a very thorough and exacting description of how math is to be learned in New York State. It appears to be far and away more thorough than the Common Core Standards (which by the way are controversial in some school districts). However, when the student (or other person) holds the curser over the bullet point, the sample problem only stays visible for…

Sources used in this document:
Works Cited

Common Core Standards. "Grade 8 -- Introduction / Common Core State Standards Initiative."

Retrieved July 31 from http://www.corestandards.org/Math/Content/8/introduction. 2011.

IXL -- New York Eighth-Grade Math Standards. "New York: Skills available for New York

Eighth-Grade Math Standards." Retrieved July 31, 2014 from http://www.ixl.com/standards/new-york/math/grade-8.
Cite this Document:
Copy Bibliography Citation

Related Documents

New York State Education Department
Words: 2095 Length: 6 Document Type: Essay

Time broken into hours, days, weeks, and months must also be mastered. This is the grade level where statistics are introduced. Students learn to "Collect data using observations, surveys, and experiments and record appropriately," and then turn those observations into appropriate visual representations of them which would allow them to make predictions (4.S.2). The fifth grade set standards also aim to utilize previous points in order to get into more

Working with Common Core
Words: 1274 Length: 4 Document Type: Term Paper

Deconstruction of a Standard Abstract The purpose of this deconstruction of a standard exercise was to unpack a standard, examine it critically and identify the key words to help determine the level of cognitive demand (based on Bloom’s Taxonomy). A review of the standard as a whole was conducted to identify the type of achievement target. The standard selected was the 9th Grade Mathematics Common Core Standard CCSS.MATH.CONTENT.HSS.IC.A.1. The achievement target for

Research Report on Education in the United States
Words: 2374 Length: 8 Document Type: Research Paper

�Why school?Education has become a very contentious and polarizing issue throughout the United States. Here, the subject of schooling, and the dynamic changes occurring in the industry, have resulted in antagonistic and vigorous debate. Arguments have taken a litany of forms ranging from teacher pay and benefits, to proper testing of students. Others have questioned the education model of the United States and have proposed a more comprehensive and interconnected

Technology in Ways That Make
Words: 5835 Length: 20 Document Type: Thesis

Students can collaborate with students in other schools and other countries as they develop ideas, skills, and products. Students in a class can collaborate outside class without having to meet in person. The theory behind collaborative learning is that the social construction of knowledge leads to deeper processing and understanding than does learning alone (Appalachian Education Laboratory, 2005). The bulletin board and the chat room have become the backbone of

Teaching That Play a Role
Words: 9261 Length: 30 Document Type: Term Paper

Multicultural education researchers and educators agree that preservice teachers' attitudes, beliefs, and understandings are important: foci in multicultural education coursework (Cochran-Smith, 1995; Grant & Secada, 1990; McDiarmid & Price, 1993; Pohan, 1996). Teacher attitudes and beliefs influence teaching behaviors, which affect student learning and behavior (Wiest, 1998)." 1996 study used 492 pre-service teachers to try and gauge the attitudes and beliefs among the group when it came to understanding diversity and

School of Engineering and Design
Words: 15360 Length: 56 Document Type: Dissertation

The last century has seen an increase in the level of international purchases which has been supported by the developments in transportation and technology. Goods can move faster than before with developments in logistics. The negotiation and forming contracts for purchase with companies and communicate with potential suppliers in distant countries is also easier than in the past with the internet and tools such as video conferencing and emails.

Sign Up for Unlimited Study Help

Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.

Get Started Now