Math 212: Elementary Math II- Homework

Math 212: Elementary Math II - Summer 2010

Instructor: Jodi Fasteen

Office: 328 Neuberger Hall. This is located off the 3rd floor hallway by the main math dept office.
Office hours 11:30-12, Monday-Thursday
e-mail: "jfasteen" at "pdx.edu"
website: http://www.mth.pdx.edu/~jfasteen

TB= Textbook, WB=Workbook (spiral bound)

Homework:

You should clearly show the work necessary to complete each problem.
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

Weeks 1-2: Fractions
HW #1 1. Explain how to add 3/4 + 2/3 and how to add 2/5 + 7/10. Explain the how and why of each step that you do, as if to a 3rd grader. Day 2

HW #2 Homework 2:

1. Show how to perform the addition 2/5 + 1/3, and 3/4 + 5/6 using fraction bars or other images. Include sketches of the original numbers, and sketches of any steps you use. (Do not rely on pencil and paper algorithms.) Explain your steps briefly and keep your drawings accurate.
2. Show how to perform the subtraction (2 and 1/6) - 2/3, and 5/6 - 3/4 using fraction bars or other images. Include sketches of the original numbers, and sketches of any steps you use. (Do not rely on pencil and paper algorithms.) Explain your steps briefly and keep your drawings accurate.
3. Start reading Liping Ma Handout
4. Recommended Practice Problems (not to be turned in): TB 5.2 (p304) 11-28. If you are struggling with any of these textbook problems, please see me.
Day 3

HW #3 Homework 3:
Each batch of cookies requires 3/4 cups of cranberries. For each of the following, show how to solve the problem with a visual solution. If you choose to use a pencil and paper algorithm, you must justify each step mathematically.

If you make 2 batches of cookies, how many cups of cranberries will you need?
If you make 5 batches of cookies, how many cups of cranberries will you need?
If you make 2 1/2 batches of cookies, how many cups of cranberries will you need?
If you make 1/4 of a batch of cookies, how many cups of cranberries will you need?

Write a story problem for 3/8 * 2 1/3. Draw a picture of the situation and show how to solve the problem with a visual model.
We are in the midst of learning about multiplication, so you may not have easy solutions to the above homework problems. Please jott down questions you have as you work so that we can discuss those questions as a class on Thursday. You are welcome to include your own questions or questions you imagine children would have. Day 4

Liping Ma Finish reading the research by Liping Ma on division of fractions by Monday, June 28th. Keep track of questions and ah-ha moments as you read. This is a math course, so if you run into math questions, be sure to write those down too. A 2 page paper will be due on Monday, June 28th, start of class.
Liping Ma Assignment: Read all of the Liping Ma paper, and the one page “Background Info” handed out in class. Type a one page (double spaced) summary of the article and a one page reflection. For the reflection, try answering some of the following questions: What did you learn from the article? Does the article raise any questions or concerns for you? What was encouraging about the article? What did you agree and disagree with? After reading the article, what questions do you have above division of fractions?
HW 4 1. The traditional algorithm for multiplying fractions says to multiple together the numerators and then multiple together the denominators.
a) How would you help a grade school student learn this algorithm? (Assuming we want them to have conceptual understanding, in addition to knowing the procedure.)
b) A student working on the problem 3 Ľ * (2 and 2/3) first multiples 3*2 to get 6 whole units. Then she multiplies Ľ by 2/3 to get 2/12. Therefore the product is 6 and 2/12. What parts of the student’s reasoning are correct? How might you help the student complete the problem?
c) Before performing the multiplication 2/3 * 2/5, suppose several of your students create a common denominator. 10/15 * 6/15. How might you handle this situation?
2. TB 5.3: Exercises and Problems (p329) 6a-e, 14-18, 35-40, 52-54,
3. Liping Ma assignment (see above)
Monday, June 28th. Day 5.
HW 5 Sidewalk Hop Homework Day 6 (Tuesday)

Midterm The midterm will be on Thursday this week. The midterm will only be a portion of class on Thursday. Note that there is no school on Monday of week 3, for the 4th of July.
HW 7 HW 7:

1. WB 5.3: 3, 5, 6, 7, 8 (There is not enough room in your workbook to draw these pictures well. Use unlined computer paper for this assignment. Draw well and consider this a great handmade reference tool to hang onto for when you are the teacher.)
2. Type your answer to the following: There are 5 basic skills we’d like to master with fractions: comparing, adding, subtracting, multiplying, and dividing. Which of these skills might benefit from “common denominators”, and which don’t? Justify your answer, with words and numbers, for each of the 5 skills.
Day 8

HW 8 Homework 8
1. TB 6.1 (p359): 6, 8, 16, 22, 24, 26, 38, 44. Writing and Discussion (p362) #1, 2, 5
2. There are 5 basic skills with decimals: comparison, +, - , * , /. Come up with at least two common student errors for each of the 5 skills.
No school on Monday the 5th.
Tuesday, July 6th.

HW 9 HW 9
1. Decimals I worksheet (handed out in class) Bring your conjectures ready to share.
2. Convert each of the following into a fraction with numerator and denominator whole numbers. (Do to difficulties with creating the repeater bars online, just use the pattern indicated with the ...)

0.7
0.77777....
0.23232323....
0.23
0.234234234...
2.5333333.....
Wednesday, July 7th
Test Corrections You may earn up to half your missed points back by doing corrections on your test. For each problem you choose to correct, first include a sentence explaining what you missed and then correct the problem. Visuals are required, of course. Turn in your original test with the corrections. You are welcome to work with your peers, though you must each complete your own problems and you should have distinct story problems. If you have questions please ask. Due by Monday, July 12th

HW 10 You may need to read parts of 7.1 ad 7.2 to complete the homework. Much of this is likely review. I encourage you to check your odd # problems in the back of the book as you work.

1. TB 7.1: Data & Graphs (p454): 3-7, 9, 13-15, 21, 23-24
2. Read section 7.2
3. TB 7.2 (p484): 2, 9-16
Thurs, July 8th.
HW 11 Homework 11 - click here Monday, July 12th

HW 12 HW 12

1. Read p 503-505 (simulations)
2. Read Section 8.1
3. TB 8.1 (p532): 6, 7, 10-14, 18-21, 34, 40
4. TB 8.1 (p535) Type your solutions for: 35, 36, 38, (Describe your simulations and show your data. Do enough trials to reach a conclusion. State your conclusion clearly. Be prepared to share your simulations with the class.)
Tuesday, July 13th

HW 13 Homework: 13:

1. Read TB 8.2.
2. TB 8.2 (p553): 3-15, 24-28
3. WB 8.1 (p232): 2, 3, 4
Wednesday, July 14th

Schedule - Drafty Version

Weeks 1-2: Fractions : 5.2 - 5.3, +, -, *, /

Weeks 2-3: Fractions vs Decimals: How are they related? Ch 6

Midterm after Fractions & Decimals

Weeks 3-4: Statistics

Weeks 4: Probability

HW #	Problems Due	Due Date
	Weeks 1-2: Fractions
HW #1	1. Explain how to add 3/4 + 2/3 and how to add 2/5 + 7/10. Explain the how and why of each step that you do, as if to a 3rd grader.	Day 2
HW #2	Homework 2: 1. Show how to perform the addition 2/5 + 1/3, and 3/4 + 5/6 using fraction bars or other images. Include sketches of the original numbers, and sketches of any steps you use. (Do not rely on pencil and paper algorithms.) Explain your steps briefly and keep your drawings accurate. 2. Show how to perform the subtraction (2 and 1/6) - 2/3, and 5/6 - 3/4 using fraction bars or other images. Include sketches of the original numbers, and sketches of any steps you use. (Do not rely on pencil and paper algorithms.) Explain your steps briefly and keep your drawings accurate. 3. Start reading Liping Ma Handout 4. Recommended Practice Problems (not to be turned in): TB 5.2 (p304) 11-28. If you are struggling with any of these textbook problems, please see me.	Day 3
HW #3	Homework 3: Each batch of cookies requires 3/4 cups of cranberries. For each of the following, show how to solve the problem with a visual solution. If you choose to use a pencil and paper algorithm, you must justify each step mathematically. If you make 2 batches of cookies, how many cups of cranberries will you need? If you make 5 batches of cookies, how many cups of cranberries will you need? If you make 2 1/2 batches of cookies, how many cups of cranberries will you need? If you make 1/4 of a batch of cookies, how many cups of cranberries will you need? Write a story problem for 3/8 * 2 1/3. Draw a picture of the situation and show how to solve the problem with a visual model. We are in the midst of learning about multiplication, so you may not have easy solutions to the above homework problems. Please jott down questions you have as you work so that we can discuss those questions as a class on Thursday. You are welcome to include your own questions or questions you imagine children would have.	Day 4
Liping Ma	Finish reading the research by Liping Ma on division of fractions by Monday, June 28th. Keep track of questions and ah-ha moments as you read. This is a math course, so if you run into math questions, be sure to write those down too. A 2 page paper will be due on Monday, June 28th, start of class. Liping Ma Assignment: Read all of the Liping Ma paper, and the one page “Background Info” handed out in class. Type a one page (double spaced) summary of the article and a one page reflection. For the reflection, try answering some of the following questions: What did you learn from the article? Does the article raise any questions or concerns for you? What was encouraging about the article? What did you agree and disagree with? After reading the article, what questions do you have above division of fractions?
HW 4	1. The traditional algorithm for multiplying fractions says to multiple together the numerators and then multiple together the denominators. a) How would you help a grade school student learn this algorithm? (Assuming we want them to have conceptual understanding, in addition to knowing the procedure.) b) A student working on the problem 3 Ľ * (2 and 2/3) first multiples 32 to get 6 whole units. Then she multiplies Ľ by 2/3 to get 2/12. Therefore the product is 6 and 2/12. What parts of the student’s reasoning are correct? How might you help the student complete the problem? c) Before performing the multiplication 2/3 2/5, suppose several of your students create a common denominator. 10/15 * 6/15. How might you handle this situation? 2. TB 5.3: Exercises and Problems (p329) 6a-e, 14-18, 35-40, 52-54, 3. Liping Ma assignment (see above)	Monday, June 28th. Day 5.
HW 5	Sidewalk Hop Homework	Day 6 (Tuesday)
Midterm	The midterm will be on Thursday this week. The midterm will only be a portion of class on Thursday. Note that there is no school on Monday of week 3, for the 4th of July.
HW 7	HW 7: 1. WB 5.3: 3, 5, 6, 7, 8 (There is not enough room in your workbook to draw these pictures well. Use unlined computer paper for this assignment. Draw well and consider this a great handmade reference tool to hang onto for when you are the teacher.) 2. Type your answer to the following: There are 5 basic skills we’d like to master with fractions: comparing, adding, subtracting, multiplying, and dividing. Which of these skills might benefit from “common denominators”, and which don’t? Justify your answer, with words and numbers, for each of the 5 skills.	Day 8
HW 8	Homework 8 1. TB 6.1 (p359): 6, 8, 16, 22, 24, 26, 38, 44. Writing and Discussion (p362) #1, 2, 5 2. There are 5 basic skills with decimals: comparison, +, - , * , /. Come up with at least two common student errors for each of the 5 skills. No school on Monday the 5th.	Tuesday, July 6th.
HW 9	HW 9 1. Decimals I worksheet (handed out in class) Bring your conjectures ready to share. 2. Convert each of the following into a fraction with numerator and denominator whole numbers. (Do to difficulties with creating the repeater bars online, just use the pattern indicated with the ...) 0.7 0.77777.... 0.23232323.... 0.23 0.234234234... 2.5333333.....	Wednesday, July 7th
Test Corrections	You may earn up to half your missed points back by doing corrections on your test. For each problem you choose to correct, first include a sentence explaining what you missed and then correct the problem. Visuals are required, of course. Turn in your original test with the corrections. You are welcome to work with your peers, though you must each complete your own problems and you should have distinct story problems. If you have questions please ask.	Due by Monday, July 12th
HW 10	You may need to read parts of 7.1 ad 7.2 to complete the homework. Much of this is likely review. I encourage you to check your odd # problems in the back of the book as you work. 1. TB 7.1: Data & Graphs (p454): 3-7, 9, 13-15, 21, 23-24 2. Read section 7.2 3. TB 7.2 (p484): 2, 9-16	Thurs, July 8th.
HW 11	Homework 11 - click here	Monday, July 12th
HW 12	HW 12 1. Read p 503-505 (simulations) 2. Read Section 8.1 3. TB 8.1 (p532): 6, 7, 10-14, 18-21, 34, 40 4. TB 8.1 (p535) Type your solutions for: 35, 36, 38, (Describe your simulations and show your data. Do enough trials to reach a conclusion. State your conclusion clearly. Be prepared to share your simulations with the class.)	Tuesday, July 13th
HW 13	Homework: 13: 1. Read TB 8.2. 2. TB 8.2 (p553): 3-15, 24-28 3. WB 8.1 (p232): 2, 3, 4	Wednesday, July 14th