Math 212: Elementary Math II - Spring 2008

Instructor: Jodi Fasteen

• Office: M326 Neuberger Hall. This is located between the 3rd and 4th floors.
• Office hours:
  • Tuesday & Thursday: noon to 1 pm
  • Monday: 1 to 1:50 pm
  or by appointment.
• e-mail: "jfasteen" at "pdx.edu"
• website: http://www.mth.pdx.edu/~jfasteen

TB= Textbook, WB=Workbook (spiral bound)

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Homework:

Homework expectations:
• You should clearly show the work necessary to complete each problem.
• Paragraph style answers are not required unless requested.
• Well labeled solutions make it easier to follow work, and to make any necessary repairs.

* Note: All plans are subject to tweaking and other changes.

HW #	Problems Due	Due Date
Plan for Week 1: Graphs and other ways to manage data. Venn Diagrams	Homework 1: TB: Data & Graphs: 7.1: 6-9, 10, 12, 14, 16, 17, 21, 22, 24 Additional questions: A) Name 4 kinds of graphs you feel comfortable using. B) A student, Jimmy, says that bar graphs and histograms look the same. Explain to him the difference between a bar graph and a histogram and when to use which one. C) Bring a newspaper clipping (or web printout) of something statistical (and current) about the election. Staple your HW together in the order above (7.1 on top). The End.	Tues, April 8th
Plan for Week 2: Revisit Zoo Problem More Venn Diagrams & graphs (Parts of 2.1) Single stage probability (8.1) Start multistage probability	Try out the "Zoo Problem" before class on Tuesday. We will discuss it in class. Homework 2: TB: 2.1 (p73) 15-17, 19-34, 41-42 --- Note: Our book is using A' for "not A" , to denote the complement of A. TB: 8.1 (p532) 6,7, 10, 11, 18, 19, 20, 21, 40	Tues, April 15th
Absence	Sorry for my absence on Tuesday. We will resume the Pigs Probability Project when I return on Thursday. If you were absent last Thursday (Day 4), please catch up on the pigs project before class Thursday. Each group, and each absent student, will be asked to share their ideas and theories. The goal is to see how many different strategies we can find, even if they don't all lead to the solution we want. The explanation for those who missed last Thursday is here.
Plan for Week 3: More multistage probability (8.2) Area models and tree models Probability Story Problems Start sampling (moved to Week 4)	Homework 3: TB: 8.1: 34-36, 38 Describe the experiment/ simulation briefly for each, then carry out the simulation and summarize the data. By simulation, the book is asking for the sort of hands on tasks you could create in a gradeschool classroom. Consider using dice, spinners, pieces of paper in a hat, etc. Also in TB: 8.1: 40, 41 (omit 40, done on last HW... oops) Please type your answer to TB: 8.1: Writing and Discussion #4: "One of your students told you that if a family has 3 children the probability that they are all boys is 1/4. She reasoned that there are 4 possiblilities: all boys, all girls, 2 girls and a boy, or 2 boys and a girl. So the probability of all boys is 1/4. Explain how you would help her understand why her solution is not correct." TB: 8.2: 3-4, 7-8, 11-15 The end.	Tues, April 22nd
	Probability Story Problems Worksheet: Complete 2 of these 3 by Tuesday's class. We will discuss them in class. Bring ideas and solutions and questions to share.
Plan for Week 4: Sampling Variability and trusting data (7.2) Polling & Confidence	For Thursday's class (Rest is due as homework on Tuesday, as usual) Homework 4: Read 7.2: Box and Whisker Plots: p 475-477 TB: Measures of Center, Box plots: 7.2: 2, 11-16 Jellyblubber worksheet(From Tuesday) : Finish all questions and turn in as homework. Additional questions: (Type this part of the homework. ) A) Write down 3 things you learn or find interesting from the following articles on the history and current state of polling. Write you ideas as complete thoughts. PBS Gallup Poll PBS Polling- Interview 1948 Election NPR - Currect polling issues - Audio B) Explain what is meant by "confidence" in terms of the Bean Lab done on Thursday (April 24th). What would a confidence level of 7 out of 10 mean? Include the idea of being within 5% of correct. C) When Gallup does a poll, they are often 98% confident, with a margin of error of 3%. Explain what is meant by "confidence" and "margin of error" in terms of a Gallup poll. Also explain why they are so much more confident then we were in class. In addition to explaining what you do know, you may include any questions you still have. D) *BONUS (2pts) Suppose that 20 samples are taken, and each sample has size 50. Here are the results (as percents): 34, 46, 52, 58, 64, 66, 66, 66, 68, 68, 68, 68, 70, 70, 72, 72, 74, 74, 76, 80, 88 Explain what you think the population percentage is and what you could choose as a margin of error so that you could be 80% confidence. Then explain what the margin of error should be if you wanted to be 60% confident. You are welcome to seek outside resources (internet) for any of these questions. But make sure your answers are _in your own words_.	Tues, April 29th
Plan for Week 5: Review on Tuesday Midterm on Thursday, May 1st. Homework 5:	Migraines Boxplot worksheet is due on Tuesday. We will be starting geometry. You should dig out your old compass and protractor, and a ruler. (We have a classroom set of these tools as well.)	May 6th
Plan for Week 6: Geometric Constructions Geometry Vocabulary Mathematical Systems (9.1) Angles	Before class on Thursday, make sure you are able to construct each of the following, using only a straightedge and compass. Formal write-ups are not necessary yet. (The list of shapes for the actual homework will be somewhat different) A line segment twice as along and half as long as the original line segement. Perpendicular lines Equilateral Triangle Square Parallel lines (start witha line and a random point K off the line. Show how to make a line parallel to the first line, thru K. ) Homework 6: TB 9.1: 4, 10, 11,12, 14-20, 24-26, Writing and Discussion #2 Writing and Discussion #2: (For those with a different edition of the book) Students are sorting polygonal shapes into two groups, parallelograms and nonparallelograms. You see several students putting squares and rectangles into the nonparallelogram group. Describe ways you can help these students understand that squares and rectangles are parallelograms. Constructions: Write specific instructions for how to create the following geometric shapes using only a straightedge and compass. Include names of points you use. Also include carefully constructed pictures for each of the 4 shapes. Equilateral Triangle Regular Hexagon Rectangle with length twice as big as width Bisect an angle (start with any ol' angle, and how how to make one with half the degree measurement) Here is a link to an example of construction instructions. This is an example, not part of the assignment.	May 13th
Plans for Week 7 Polygons Angles Sum of degrees of ...	Homework 7: (workbook) WB 9.1: 2-8 (p221-225) TB 9.2: 4-6, 12, 28-30 (explain your reasoning for 28-30) Thursday's worksheet Follow-up Questions: Type your responses. Create instructions that a teacher could use in a classroom of 7th graders to teach about the sum of interior and exterior angles using our outdoor lab. (This is basically a summary of Thursday's class, but written so that if you went back to it in 5 years, you would remember how to do it with your class.) Make sure it includes instructions and results for the triangle, as well as other shapes, like quadrilaterals and pentagons. Janey says she sees that the sum of the angles of the triangle is 180 degrees each time we tried it. She wants to know if its possible, if we pick a really big triangle, the sum of the degrees could be more like 190 to 200 degrees? Answer her question, explaining your reasoning. Weather permitting we may be outside for part of Thursday. (after quiz)	Tuesday, May 20th
Plans for Week 8: Sum of angles Tesselations Symmetry	Bring workbook and manipulative sets to class on Thursday. Homework: 8 Draw a regular nonagon (9 sided polygon) using the vertex (interior) angle method. You may use a ruler, compass, and protractor. Include _brief_ instructions for your drawing, including directions on how you decided on the specific angle measurements you used. You do not have to prove any theorems here, but you if used a theorem, show how. Draw a regular pentagon using the central angle method. You may use a ruler, compass, and protractor. Include _brief_ instructions for your drawing, including directions on how you decided on the specific angle measurements you used. WB: 9.2: 1-5 (p229-236) TB: 9.2: 7, 10, 11, 14, 15, 22, 23 Read section 9.3: Polyhedra - Cones and Cylinders: p603-608, then do TB 9.3: 2-4, 8-11.	Tuesday, May 27th
Second midterm is planned for Thursday of Week 9 (May 29th). Additional material covered in Week 10 will include measurement (ch 10).	Homework: 9 TB 9.4 (symmetry) 5, 11, 13, 15, 17, 25. (These Symmetry problems are odd #s so you can practice before Thursday's midterm. They do not need to be turned in.) Additional Geoboard homework will be added on Thursday (passed out in class) The first 3 pages of the beige geoboards area worksheet are due on Tuesday. Material for 2nd Midterm: Constructions (compass and straightedge) bisecting angles, bisecting lines doubling lines right angles, equilateral triangles, squares, hexagons, Sum of angles of ______ (triangle, n-gon) & proofs Mathematical systems Be familiar with vocab, esp: angles, prisms and pyramids in 9.3, others below Convex, concave Congruence Drawing regular polygons. Tessellations and proof of why there are only 3 regular tessellations. Symmetry	Tuesday, June 3rd
Week 10 Length, Area, & Volume	Test Review Ideas Homework due Thursday: Complete beige geoboards wkst Complete "robot" worksheet (handed out in class on Tuesday) (1pt) Bonus : Complete follow up question for pennies WB problems	Due Thurs, June 5th Last day of class
	Final Exam: Tuesday, June 10th, 5:30-7:20pm.