This site teaches High Schoolers how to Interpret Categorical and Quantitative Data through a series of 45 questions and interactive activities aligned to 2 Common Core mathematics skills.

Module 1 embodies critical changes in Geometry as outlined by the Common Core. The heart of the module is the study of transformations and the role transformations play in defining congruence. The topic of transformations is introduced in a primarily experiential manner in Grade 8 and is formalized in Grade 10 with the use of precise language. 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.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Just as rigid motions are used to define congruence in Module 1, so dilations are added to define similarity in Module 2.  To be able to discuss similarity, students must first have a clear understanding of how dilations behave.  This is done in two parts, by studying how dilations yield scale drawings and reasoning why the properties of dilations must be true. Once dilations are clearly established, similarity transformations are defined and length and angle relationships are examined, yielding triangle similarity criteria.  An in-depth look at similarity within right triangles follows, and finally the module ends with a study of right triangle trigonometry.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Module 3, Extending to Three Dimensions, builds on students’ understanding of congruence in Module 1 and similarity in Module 2 to prove volume formulas for solids. The student materials consist of the student pages for each lesson in Module 3. The copy ready materials are a collection of the module assessments, lesson exit tickets and fluency exercises from the teacher materials.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this module, students explore and experience the utility of analyzing algebra and geometry challenges through the framework of coordinates. The module opens with a modeling challenge, one that reoccurs throughout the lessons, to use coordinate geometry to program the motion of a robot that is bound within a certain polygonal region of the plane—the room in which it sits. To set the stage for complex work in analytic geometry (computing coordinates of points of intersection of lines and line segments or the coordinates of points that divide given segments in specific length ratios, and so on), students will describe the region via systems of algebraic inequalities and work to constrain the robot motion along line segments within the region.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This module brings together the ideas of similarity and congruence and the properties of length, area, and geometric constructions studied throughout the year.  It also includes the specific properties of triangles, special quadrilaterals, parallel lines and transversals, and rigid motions established and built upon throughout this mathematical story.  This module's focus is on the possible geometric relationships between a pair of intersecting lines and a circle drawn on the page.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This is a simple task addressing the distinction between correlation and causation. Students are given information indicating a correlation between two variables, and are asked to reason out whether or not a causation can be inferred. The task would be well-suited either as an introduction to this distinction, or as an assessment item.

This task addresses an important issue about inverse functions. In this case the function f is the inverse of the function g but g is not the inverse of f unless the domain of f is restricted.

This task requires students to recognize the graphs of different (positive) powers of x. There are several important aspects to these graphs. First, the graphs of even powers of x all open upward as x grows in the positive or negative direction. The larger the even power, the flatter these graphs look near 0 and the more rapidly they increase once the distance of x from 0 excedes 1.

This task is designed to make students think about the meaning of the quantities presented in the context and choose which ones are appropriate for the two different constraints presented. In particular, note that the purpose of the task is to have students generate the constraint equations for each part (though the problem statements avoid using this particular terminology), and not to have students solve said equations.

This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find amusing and interesting. More generally, the idea of the lesson could be used as a template for a project where students develop a questionnaire, sample students at their school and report on their findings.

This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. The task requires students to exhibit MP1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either A-CED.1 or N-Q.1, depending on the approach.

The goal of this task is to use geometry study the structure of beehives. Beehives have a tremendous simplicity as they are constructed entirely of small, equally sized walls. In order to as useful as possible for the hive, the goal should be to create the largest possible volume using the least amount of materials. In other words, the ratio of the volume of each cell to its surface area needs to be maximized. This then reduces to maximizing the ratio of the surface area of the cell shape to its perimeter.

In this task students must interpret a function in relation to a given problem.

The purpose of this task is to assess understanding of how study design dictates whether a conclusion of causation is warranted. This study was observational and not an experiment, which means that it is not possible to reach a cause-and-effect conclusion.

This task is designed as an assessment item. It requires students to use information in a two-way table to calculate a probability and a conditional probability. Although the item is written in multiple choice format, the answer choices could be omitted to create a short-answer task.

The purpose of this task is for students to apply the concepts of mass, volume, and density in a real-world context. There are several ways one might approach the problem, e.g., by estimating the volume of a person and dividing by the volume of a cell.

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.

In this problem, the variables a,b,c, and d are introduced to represent important quantities for this esimate: students should all understand where the formula in the solution for the number of leaves comes from. Estimating the values of these variables is much trickier and the teacher should expect and allow a wide range of variation here.