Homework – Mat 210 – Fall 2013
August 28 – Discussed the problem solving process, what strategies are, and some traits of good problem solvers.
Looked at ways to find categorize things and find what a list of items have in common. Homework: READ THE
SYLLABUS, try to work the puzzle that the textbook provides, READ section 1-1 and begin reading section 1-2. Problems
1-1A #5; 1-1 B # 8 . Section 1-2 A – 1, 2, and 3. Journal prompt: I like/dislike math because . . .
August 30 – Quiz on class discuss last time and reading. Discussed traits of good problem solvers, and finding patterns in
numbers sequences. Discussed Fibonacci sequence. Homework: READ section 1-2 at least. 1-1 A 3 Section 1-2 A – 2, a,
b, e. Journal prompt: Identify patterns that you observe over the weekend. Write at least five sentences that describe
the pattern you observed. (for example: As I drove to Tennessee on the Natchez Trace, I noticed that the mileage signs
form an arithmetic sequence with a difference of 1; As I drove to Texas, I noticed that the exit signs on I-20 increase
each time, but I could not find a pattern.)
September 4 – Class discussion included introductions, arithmetic sequences, and an introduction to geometric
sequences. Homework: READ ALL MATERIAL IN THE TEXT THROUGH PAGE 30. Assessment 1-2 A – 2 c, d; 4, 6, 8, 9, 11,
12a, c. Optional homework: Review problems on page 33 and the TIMSS problems. Journal: page 33, #8 under
“Questions from the Classroom”.
September 6 – Class discussion included beginning to solve several “problems”. Students identified the strategy and the
class began a solution. Homework: TRY ALL PROBLEMS EVEN IF YOU DON’T COMPLETE ALL OF THEM. WRITE THE
STRATEGY, WHO THE WORK AND CIRCLE THE FINAL ANSWER ON ALL HOMEWORK PROBLEMS. Complete the “paper clip
squares” problem, the “fewest coins” problem, and “how many different amounts of money” problem. Section 1-1 A –
6, 7, 8, 9,14, 15. Section 1-2 - # 15. Journal: Section 1-1 Mathematical Connections 1-1 #3. Solve the problem and
explain how you get the solution that you decide.
September 9 – Discussed more patterns: geometric sequence, triangular numbers, and square numbers. Students
completed a small group problem in class. Homework: Section 1-2 A – 3, 5. Section 1-2 B – 2, 6, 8and 12. Journal: If
math were music, it would be _____________ because . . . (select a “type” of music and explain why).
September 11 – Answered one homework problem. Began to discuss numeration systems. Wrote numerals in HinduArabic numerals, Egyptian Hieroglyphics, and base five. Homework; READ at least section 2-1. Problems from section
2-1A include 1 a, b, d; 2a, c; 3; 4; #5 (for Hindu-Arabic, Egyptian and Roman only.); 6, 7, and 8. Write correctly in words
and expanded notation: 2, 047; 937; and 3333. Journal: Answer #16 in Assessment 2-1A.
September 13 – Answered questions about the project work posted. Discussed finding terms in an sequence with the
nth term is given. Reviewed properties of different numeration systems and wrote several base ten numerals in base 5.
Homework - sheets were distributed for students to write values in Roman numerals, base five and one other base.
Exercises 1-2A - #13, exercises 2-1 A – 12, 25. READ Section 2-2. (Sheets for absent students are outside my office.)
September 16 – Discussed sets and some notation. There are three ways to define a set: set builder notation, listing,
and in words. Discussion began of the difference in an operator and a relationship symbol. Homework: Section 2-2A 1, 7, 14. NAEP. Read Section 2-2. Journal – Give me examples of six sets that you encounter often. If possible, list the
members of the set and also define the set in one of the other ways.
September 18 – Discussed more about sets and relationships about sets including ⊆, ⊂, = 𝑎𝑛𝑑 ∼. Discussed universal
set, and disjoint sets. Mention was made of ordinal numbers and the Fundamental Counting Principle. Homework:
Section 2-2 - 2, 3, 6, 7, 9, 10, 11 (list the subsets if you can), 15,18, 19. Journal: Write at least 5 sentences to describe 5
sets of which you are a member. (Example: I am a member of the choir of Parkway Baptist Church in Clinton, MS. I am
a member of the faculty of the Mathematics Department of Mississippi College.) Dr. Gann will teach your class on
Friday.
September 20 – Dr. Gann led the discussion on number of subsets, complements of a set, intersection, union, and some
review. Homework: Let U be {1,2,3,4,5,6,7,8,9}, A = {1,2,4,8}, B = {3, 4, 6} and C = {2, 5, 8, 9}. Find each of these: 1)
𝐵 ∩ 𝐴 ; 2) 𝐴 ∪ 𝐵 ∩ 𝐶: 3) 𝐴̅ ∩ 𝐵; 4) (𝐴 ∪ 𝐵) ∩ (𝐴 ∪ 𝐶); 5) 𝐴 ∩ 𝐵 ∩ 𝐶 ; 6) 𝐵̅ ∩ 𝐴; 7) ̅̅̅̅̅̅̅
𝐵 ∩ 𝐶 ; 8) (𝐴 ∩ 𝐵) ∪ 𝐶; 9) 𝐴̅ ∩ 𝐵̅ ;
10) (𝐴̅ ∪ 𝐵) ∩ 𝐶̅ .
September 23 – Discussed meaning of the operator A-B and AXB. Discussed the commutative properties of intersection
and union. Discussed the distributive property of ∩ over ∪ . Homework: Verify that the other distributive property of
∩ 𝑎𝑛𝑑 ∪ works too. Problems in section 2-3 A - 1 – 5, 6, 7, 9, 13, 14, 15, 22, 23. Journal: #12 on page 92.
September 25 – Discussed a recursive formula for a sequence and answered questions about union and intersection
homework that was returned. Discussed using a Venn diagram to solve a problem. Homework: Section 2-3 A – 10, 17,
18, 19, 20. Section 1-2 – 13. Journal: Explain (in detail) something that you learned today in class that you did not
remember studying before. TEST IS MOVED TO MONDAY. It will cover sections 1-1 and 1-2 in Chapter 1, then all
sections in Chapter 2.
September 27 – Briefly discussed what could be on the test. Discussed models for addition and three properties for
addition. TEST ON MONDAY ON Chapters 1 and 2 except for 1-3. Journal: As you study tell me about something that
you finally understand; almost forgot was going to be on the test’ something that you had to review a lot; etc.
September 30 – Test. Homework: Read Section 3-1 – Page 109 1, 2, 5, 7, 11, 12, and 19. Be sure you can give an
example of or identify the property of “closure” for a set under addition, the commutative property of addition for
Whole numbers, and the property of 0 for addition (Identity Property of Addition for Whole Numbers or the Property of
an Additive Identity). Journal: page 111 #1 under the Communication section.
October 2 – Test are graded and will be returned on Friday. Discussed models for subtraction and strategies for learning
basic facts of addition. Discussed the Associative property of Addition for Whole Numbers. Homework: STUDENT
MUST KNOW PROPERTY NAMES, recognize then and/or give an example. Section 3-1 – 4, 7, 8, 14, TIMSS problems
and NAEP problems at the end of 3-1. Journal: Explain which of the four properties you will have to work hardest to
explain to children.
October 4 – Returned tests. Discussed algorithms for addition. Used manipulatives to illustrate how “strange” the
standard algorithm appears to children. Homework: 3-2 - 1, 3, 4, 6, Journal #7 on page 122.
October 9 – Discussed intermediate algorithms for addition (those algorithms that help build understanding for the
standard algorithm) and alternative algorithms (those to use instead of the standard algorithm). Discussed standard
algorithm for subtraction – one intermediate and one alternative. Homework: 3-2 – 5. 8. 9, 11, 14, 16a, 19, 21. Section
3-2 B – 14, 16a. Journal: page 125 #4 a and b parts. By Thursday afternoon, your folders should be up to date with
things filed. Stop by during office hours Thursday or Friday afternoon (by appointment) to see what I think might
improve your grade.
October 11 – Quiz. Using manipulatives students completed a base five addition table and used it to perform addition
and subtraction in base five. Defined multiplication. Homework: Section 3-2 A – 12 a, b, c, d, 16b, Section 3-3 A – 1, 2.
No journal.
October 14 – Answered a couple of homework questions. Discussed meaning of multiplication, properties of
multiplication, the distributive property of multiplication over addition (subtraction) and began a discussion of what
division was. Homework: Assessment 3-3A - 5 – 13, 19, 23, 25. Journal: Write four single sentence – one for each of
the operations to explain what the operation means. (such as The operation of addition means . . . OR 2) The
operation of subtraction is explained by … )
October 16 – Returned quiz. Discussed correct vocabulary usage in explanation for intermediate algorithms for
multiplication. Base ten blocks and properties were used to explain multiplication. Properties/meaning of exponential
notation were reviewed. Homework: Section 3-4 A. 1, 4, 5, 6, 9 11and 19. Journal page 155, 18 A. (Discuss means tell
me what you think the student did – not a he or she please.)
October 18 – Discussed the standard algorithm (two ways of writing it) and lattice multiplication. Defined division and
discussed an intermediate algorithm for the long division algorithm. The intermediate algorithm leads to “scaffolding”.
Homework: Section 3-4A – 2, 12, 13, 18 and Section 3-4 B – 19 Review all properties in the chapter. Read Section 3-5
about mental math and estimation. Journal: page 157, #13b.
October 21 – Discussed Russian Peasant algorithm. Began a discussion of estimation strategies. Homework: Section 34 A – 8. Be certain that you can add, subtract, multiply and divide any whole numbers. Know the standard algorithm
and know at least one intermediate algorithm. When there are alternative algorithms, I expect you to use them well.
READ section 3-5 . Section 3-5 A – 10 – 15, 18, 19. Journal: page 168 - # 9. If she is correct explain why; if she is not
correct explain where the analysis went astray.
October 23 – Quiz on an algorithm. Discussed methods of mental mathematics, rounding, etc. Homework: Know the
names of some strategies for mental math and estimation. Section 3-5 A – 17, 19; page 173 24 and 26. No journal.
October 25 – Discussed divisibility rules, prime numbers, composite numbers, and building a factor tree to find the
unique prime factors of any number. Test should be November 6 on Chapters 3 and 4. Journal: in NAEP Questions,
Answer the last question on page 189.
October 28 – Discussed finding all factors(divisors) of a whole number. Homework: Section 4-1 – 1, 2 – 11, 17 and 19 (
if there are more than two parts, you may work every other part). Section 4-2 – 3, 4, 7, 19. Journal: page 203 #12. Be
very specific. . .
October 30 – Discussed finding LCM and GCD of two numbers (or perhaps three). Discussed sieve of Eratosthenes.
Homework: Handout on the sieve. Section 4.3 – 1, 2, 4 a, b, c; 6, 8, 11 – 13, 15 and NAEP. Journal: react to an article
mentioned in the email. No need to download it, just skim it and react to the content.
November 1 – Discussed adding integers and absolute value - methods and manipulatives. Homework: Section 5-1A 1, 2, 3, 4, 17, 23, 24, 26, 27. No journal.
November 4 – Answered questions about chapters 3 or 4. Reviewed properties of integer addition and subtraction.
Test on Wednesday covers chapters 3 and 4. No Journal.
November 6 – Test on Chapters 3 and 4. No Journal
November 8 – Discussed models for explaining multiplication and division of integers. Homework: Read Section 5-2 and
look specifically at the examples. Section 5-2A – 5, 6, 7, 8, 10, 12, 13, 14, 15, 17, 20, and 25. Journal : #14 page 254.
Remember that the question says “help” the student.
November 11 – Discussed properties of integers, defined rational numbers, and discussed the set of irrational numbers.
Homework: Read Section 6-1 – Section 6 -1 – 1, 2, 3, 4, 5, 6, 7, 8, 11, 13, 17, and 22.