| HW # | Problems Due | Due Date |
| Weeks 1-4: Geometry, Ch 9 |
| HW #1 | Bring your spiral bound workbooks for the Thurs, Week 1.
Writing #1: Common Core State Standards and the Rice Problem
Homework 1: Exploring Common Core State Standards:
- 1. Read pages 33-38 of the Common Core State Standards for Mathematics
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf to see the specifications for Grade 5.
- 2. Type a one page response to our in class activity about the checkerboard rice problem.
In your response, indicate what your solution process was and discuss how this problem relates
to the Grade 5 expectations. Your response should be double spaced and spell checked and submitted
_on paper_ at the start of class on Thursday, Day 2. (You are welcome to include drawings or tables as part of your
response. These may be handwritten or computer generated.)
Rice Problem from Class (In case you lost your copy or missed class)
A village elder goes to the king to request help with a shortage of rice. The king pulls out a checkerboard and puts a single grain of rice on the first square. On the second square he puts two grains. On the third square he puts 4 grains. Following this pattern, for each following square he doubles the amount of rice from the prior square.
When the king has finished, what should the elder use to carry the rice back to the village? (ex: a cup, a shoebox, a wheelbarrow…?)
| Thurs, Sept 29th
|
| HW 2 |
HW 2
- (to turn in) Workbook 9.1: (p.256-259) 9.1, 2-8.
- (not to turn in) Read thru Textbook Section 9.1 (p563-578), looking for vocabulary words. You
will want to take notes on words that are unfamiliar to you.
| Tues, Oct 4th |
| HW 3 |
HW 3
- 1. TB 9.1 (p583): 4, 10-20, 24-26, Writing and Discussion #2 (p587)
- 2. TB 9.1: 22, 23, 28 (these problems create a separate nifty big problem, involving “if I have n lines, how many intersections might I have?”)
- 3. Read Kinesthetic Angles Article . Then
type a 1/2 page summary and 1/2 page reflection. For the reflection, put on your "teacher hat", write about your opinions of the article and
kinesthetic geometry. Include any questions you have about the article and how the project could be implemented in a classroom.
| Tues, Oct 11th | |
| HW 3 b) |
If you haven't finished the 3 line problems from the last HW, please take some time to do them before
the next class. These problems are about creating and justifying conjectures. Please justify you ideas in
writing so that you can share with your classmates on Thurs, Oct 13th. Imagine that your work from
before was a rought draft and now you are doing a final version.
TB 9.1: 22, 23, 28 (these problems create a
separate nifty big problem, involving “if I have n lines, how many intersections might I have?”)
Prepare yourself for a quiz in the coming future, involving one of the proofs or justifications we worked
on in class. Potential quiz topics: How many lines on a geoboard, sum of angles of a triangle, lines and
intersections, conguent angles...
| Thurs, Oct 13th |
| HW 4 |
- TB 9.2: 2-7, 10, 12, 28* (explain your thoughts on 28)
- WB 9.2: (p264-266) #1-3 AND (p273 #2)
- Take home Quiz, due start of class on Tuesday.
You are allowed to work with others, but your written work should be your own. Make sure
your work looks like a final copy and not a first draft.
| Tues, Oct 18th |
| Before Thurs, Oct 20th |
Write down your conjecture and ideas from class about which regular polygons tesselate. If you think you
have found all the regular polygons that tesselate, write a justification for how you know there aren't any
more. Include ideas of angle measurement and express your ideas as clearly as you can. The practice of
committing your ideas to paper is challenging, but worthwhile.
If you are stuck on how to explain, find a friend (not from class) and explain the ideas to them.
Justifying outloud can be a good step before writing down your ideas. (Some of you may prefer to work in the
opposite way... writing first before speaking... this is a person preference.)
|
| HW 5 |
|
| HW 6 |
HW 6 (For Tuesday, Oct 32nd)
- Read section 9.3 and learn how shapes are named.
- TB 9.3: (p619) 2-5, 8-11, 24, 25, 26, 34 (justify your reasoning for #34), 37, 38
- WB 9.3: #4 “Net Patterns for Cubes” (we'll start in class on Thursday)
- Build nets: A net pattern is a single image that can be cutout and folded into a specified 3-D shape.
Make Net patterns for hexagonal prism and square pyramid. Recall how there are multiple nets that make the cube.
Create two distinct nets for each shape. The nets you turn in should be flat pieces of paper, not assembled. Clearly label your nets.
- Review project: For Bonus points (up to 5 points, or 1/2 a HW score). This should be turned in separately from the HW. Explore
the Common
Core State Standards . Instead of looking at all the grades, focus on Grade 8 (starting on P 52
of the CCSS pdf link.)
- First read through the whole 8th grade section. Identify 3 or 4 topics that you learned about
in 211 & 212. Type one or two sentences about each, indicating what you recall about your 211-212 experience.
e.g. I remember we did this cool project (tell me about it in a sentence or two) OR The model we used
for understanding (fill in topic) really helped me because... Make sure its clear how the examples you choose
relate to the 8th grade standards.
- Now focus on the geometry portion. Scan through your notes from the first 5 weeks of the term and
look for activities/tasks/projects we did that relate to the Common Core recommendations. Pick 3 topics from
the term and type a paragraph about what we learned or how we learned about each of those topics in 213.
(This should be one paragraph per topic. I encourage pictures too, which you can draw in after
you print, or include as scanned images.)
- This project is for bonus points only. It is designed to help you review and consolidate some ideas
before our exam.
I welcome your feedback on whether this was helpful, so I can decide whether to include more Common Core
related projects in future terms.
| Tuesday, Nov 1st |
| Midterm | Midterm will be for a portion of class on Tuesday, Nov 1st.
Ideas to review: Chapter 9, including
- conguent, concave, convex
- angles
- polygons (including sums of angles and respective proofs)
- tessellations (including proof)
- Symmetry
- toothpicks & patterns
- 3-D shapes, nets
- Making convincing arguments/proofs/justifications (including # of lines on a geoboard, # of
intersection points with a certain number of lines, toothpick patterns, stairstep patterns...)
|
| HW 7 |
Please assemble your HW in the order indicated by the following list. The 5 interesting things should be
on your first page.
- Read TB 10.1. Make a list of 5 interesting things you learned.
- TB 10.1: 3-5, 13-15, Writing and Discussion #1 (p672)
- TB 6.4 (Pythagorean Problems): (p427) 3-4, 33, 35, 36, 38
- Staple the above items, then do the area part separately.
- In addition to the above 13 problems, please complete the area geoboards sheet by finding the area
of all the shapes on the front and back. Then fill out the accompanying worksheet, noting how the problems
change in difficulty and strategy as you progress. This will be the basis for our discussion on Tuesday, so
it needs to be completed before class on Tuesday. Please do not staple the geoboards and worksheet to your
textbook HW.
Don't forget to finish the takehome test. You are not to work with anyone on the takehome test.
The test will be turned in separately from the HW.
| Tues, Nov 8th |
| HW 8 |
- Worksheet on Geoboards Page 3
- Read the handout pages 30-41 so that you are ready for class on Thursday.
If you missed class on Tuesday, there are copies of the worksheet and reading outside my office door.
Please complete them BEFORE Thursday's classtime, so that you can contribute to your group's project.
| Thurs, Nov 10th |
| HW 9 |
- TB 10.2: 2, 3, 6, 8, 13, 14, 16a, 18, 19, 21, 32
- Start preparing for your group presentations. Before class on Tuesday, commit your own ideas
to paper about how you see your group presentation going. Do this on your own over the weekend so that
you can participate in a productive discussion with your groupmates on Tuesday. You will
present on Thursday. Task 1 was handed out in class on Thursday, and small groups will be presenting
tasks 2, 3, and 4. You should be somewhat aware of the topics for all 3 tasks so you know how your task
fits into the sequence. Be sure to carefully read your groups' section of the handout, as well as skimming
the sections for the other groups.
| Tues, Nov 15th |
| HW 10 |
Build nets for two pyramids. Both pyramids should have a base that is 6 cm by 9 cm and a height of 7 cm.
- For the first pyramid, make the top vertex over the center of the base.
- For the second pyramid, make the top vertex over one of the corners of the base.
(This will allow for right triangles.)
- For both pyramids,
label all of the lengths that you found.
- Create a brief step by step tutorial on how to build
your pyramids (one tutorial per pyramid).
- You may assemble the nets with tape, or turn them in flat. (Flat
is preferred).
This activity ties together several concepts we've already done this term. Keep this in mind
as you work.
Presentations will begin at the start of class on Thursday. Be on time. Lateness may result
in lost points. Absences cannot be made up for the presentations.
| Thurs, Nov 15th |
| Day 16 | Click here for the picture from the chalkboard.
Thursday's group presentations went great. We made some great connections between the area of triangles,
rectangles, parallelograms, and trapezoids. For example, many (but not all) triangles can be
thought of as 1/2 of a rectangle and now we have lots of great visuals and examples of why. This assignment
will help you to develop & record those connections.
Recall our picture of the connections from the chalkboard.
HW 11
- Choose four of the connections that we discussed on the board at the end of class. ex) Connecting triangle
and rectangle or connecting the relatioship between triangles and parallelograms to the relationship
between trapezoids and parallelograms.
- For each of your connections, write a one page study guide,
with multiple examples, explaining the connection. (One page per connection, 4 pages total.)
- Your study guide should be appropriate for a 213 student who missed that day of class.
Note: If you are a student who missed that day of class, you may have an alternate assignment:
Get a photocopy of each of 3 study guides from 3 of your classmates. Read all three guides
and type a 2 page paper on what you learned from the 3 study guides. Email with me about a due date.
| Tues, Nov 22nd |
| The study guides looked great. I see that there were a lot of
connections that were made between the 4 shapes we investigated. I was very impressed.
There is one issue that most of the class
still needs to focus on: icky triangles. A right triangle is half of a rectangle, but some triangles don't
pack so easily into rectangles. You should address this issue when you claim that two triangles form a
rectangle and limit your claim to the triangles that actually work. Or figure out how to make it work
for the other triangles.
|
| HW 12
| HW 12
- TB 10.3: 2, 3, 4, 5, 7, 8, 10, 11, 12 (for 7-12, find volume AND surface area), 15, 16, 29, 32
- If you would like to start preparing for the final, here are some suggestions. (This is not HW, just
study list.)
- Build a regular pentagon and a regular octagon. Use a protractor and ruler.
- Build 3 or 4 pyramids with predetermined bases and heights and different locations of the top vertex.
Find the volume and surface area of each.
- Build an oblique prism and find its volume and surface area.
- Build geoboard shapes and find their areas and perimeters.
- Find a buddy and compare answers and shapes.
| Tues, Nov 29th |
| HW 12
| HW 12 is the Geometric Construction HW handed out in class
on Tuesday. | Thursday, Dec 1st |
| Final Exam | Final Exam: Mon Dec 5th: 1015-1205
|
