Math 211: Elementary Math I- Homework

Math 211: Elementary Math I - Winter 2007

Instructor: Jodi Fasteen

Office: M326 Neuberger Hall. This is located between the 3rd and 4th floors.
Office hours:
- Monday and Wednesday: 3:10 to 4pm,
- Tuesday and Thursday: 2 to 3 pm
or by appointment.
e-mail: "jfasteen" at "pdx.edu"
website: http://www.mth.pdx.edu/~jfasteen

TB= Textbook, WB=Workbook (spiral bound)

Homework:

HW #	Problems Due	Due Date
1	TB: Exercises and Problems 1.1 : 1-6, 9-11, 13, 14, 16-22, 25, 28 TB: Writing And Discussion 1.1 : 1, 3, 4 The end.	New Due Date: Mon Jan 22th Week 3
2	WB: Activity 1.3, pages 15-17, problems 1-9 TB: Extercises and Problems 1.3 : 1-11 all TB: Exercises and Problems 3.1: 1-19, 28, 32, 33, 36-37 Writing and Discussion Question 1 (see below) WB: Activity 3.1, pages 45-49, problems 1-7	Wed Jan 31st Week 4
TEST	Midterm 1, Feb 14th	Wed, Feb 14th Week 6
3	Please submit your homework STAPLED and in the following order. WB: Activity 3.2, pages 53-58, problems 1-9 TB: Extercises and Problems 3.2: 3-8, 10, 12, 14, 20, 22, 35, 36, 43, 45 TB: Extercises and Problems 3.3: 6-10, 14-18 WB: Activity 3.3, problems 1, 3bc, 5, 6 (if there is not enough room, attach extra sheets and label them) TB: Exercises and Problems 3.4: 2, 4, 6, 8a, 10, 14a,b, 15-20, 27, 28, 30 Do not attach the long division portion to the rest of the assignment Long Division Project - Turn in a revised version of Part 6, making sure you are explaining WHY the algorithm works, not just how to remember the algorithm.	Wed, Feb 14th Week 6
	Divisibility Tricks Worksheet - This is a group project. Its due Monday, Feb 19th. If you missed class on Wednesday, do the project on your own by Monday. TAKE HOME PORTION OF MIDTERM - Due Monday Feb 19th - - You can turn this in by Tuesday, Feb 20th at the latest. Make sure its in before I leave school at 6:30pm.	Mon Feb 19th
4	TB: Exercises and Problems 4.1: 3, 4, 6, 13-25, 27-28 TB: Writing And Discussion 4.1 : 2 (Keep your answer concise. Consider using symbols and variables instead of just words.) TB: Exercises and Problems 4.2: 2- 14 even (do odd if you want extra practice), 20, 22-27(all) Add question 4.2 #39 (not in book): Find 10 numbers that have an odd number of factors. ex) 8 has an even number of factors (1, 2, 4, 8), but 9 has an odd number of factors (1, 3, 9). WB: Activity 4.2, problems 1-9 Start reading the Liping Ma article.	Wed, Feb 28th Week 8
	You received a notable reading assignment 2/21. Be prepared to carve a few hours out of your schedule to thoroughly read it. Then complete the Liping Ma writing assignment listed below. Due Monday March 5th at the start of class. NO EXCEPTIONS.	Mon, March 5th Week 9
	Last day to drop the class with a W (withdraw) instead of a letter grade is Friday, March 2nd.	Friday, March 2nd, Week 8
5 Fractions	WB: Activity 5.2, problems 1-10 WB: Activity 5.3, pages 114-119, Problems 1, 3-7 TB: Exercises and Problems 5.2: 2, 4, 6 (draw carefully), 10a,b, 12, 14, 16, 20, 22, 24, 26, 28, 30, 40, 42, 50 TB: Exercises and Problems 5.3: 2, 4a, 6 (draw carefully), 14, 16, 18, 21, 22, 35-40 (label your answers for story problems)	Wednesday March 7th, Week 9
Test 2	Midterm 2, Wednesday, March 7th
	For Monday, do WB 6.2: 2bc, 3bc, 4ab, 5b, 6, bcd, 7ac, 8, 9, 10abd and finish the fraction worksheet started in class. Decimals I -- In class worksheet from Monday, Week 10. Finish before Wed. Week 10. Bring a list of 5 things you want on the final Decimals II -- In class worksheet for last day of class	This is not due, but you should complete it before the final.
	What about bonus? See below
Final	Final Review (from last term)	Final is Monday, March 19th, 12:30 to 2:20pm

Writing and Discussion Question 1 (sect 3.1)
How would you answer the student who asks: "If we use base ten because we have ten fingers, what would our numeration look like if we used base twenty since we have twenty fingers and toes?"
Please type a 1/2 to 1 page response to this question. You may want to use images as well, but please type the word portions.
Read Chapter 3 from Liping Ma's book "Knowing and Teaching Elementary Mathematics." Write notes on what you think as you read and to keep track of the flow of the article. Write in the margins if it helps. When you have completed the reading, type a 1 page summary of the article and a 1 page opinion paper on the article (double space, regular margins). If you cannot think of enough opinions to fill 1 page, you can try asking a teacher or two (outside our class) to answer the two questions the teachers in the article were asked and write your opinions on their answers.

Bonus: Option 1 (10pts)

If there is an area which you struggled with and you would like to earn some points to counteract such a grade, this is the opportunity for you. (If you have not demonstrated difficulty with any areas, this is not for you. If you have a strong grade already, this is not for you.)

Create a lessonplan on a topic that has challenged you. Pick an area such as:

Using alternate bases to better explain and understand base 10.
Adding and subtracting in alternate bases
Dividing fractions
Area model of multiplication for multidigit whole numbers and area model with fractions.
Finding GCD and LCM in multiple ways
Other options are possible

To earn bonus points, follow the instructions below

Okay your topic with me. I don't want 8 lessonplans on the same topic. And I don't want you doing a lessonplan on material you easily mastered, as this will not promote learning or demonstrate the level of understanding necessary for a higher grade.
Type a 2+ page lessonplan. Include examples and written explanation of how and why. Get a peer to look over your lesson and make sure it makes sense.
Proofread your lessonplan. It should be understandable. It should be clear. It should be typed. Feel free to add pictures and diagrams.
When you okay your topic with me, let me know when you will turn it in. I would like to offer your lessonplans as study tools for the rest of the class, so I'll need them before Wednesday March 14th to make copies. Monday would be ideal, but Tuesday is okay. And Wednesday at least 1/2 hour before class is also possible. (Preferrably more than 1/2 hour so I can read it)

Bonus: Option 2 (5pts)

This opportunity is open to any student. Due: Wed. March 14th

Type a one page paper (single spaced) explaining your views on the following:

Why do we want our students to understand the 4 basic operations with fractions bars (or area models) and also understand how to compute (add, subtr, mult, divide) with algorithms? Pedagogically speaking, why might we want both levels of understanding? As a grade school student, did you learn about these ideas on more than one level?

By algorithms, I mean concepts like "Make a common denominator, then add the numerators." or "Make a giant fraction, then multiply the top and bottom by a fraction to kill off the bottom".

If you have trouble coming up with a whole page, look for other examples from Math 211 where we have a very basic visual model, and then algorithms for doing the problems without drawing the pictures.