Math 300: Mathematics
Concepts for Teachers, Spring 2016
Reading and Homework
Assignments
Week 2
HOMEWORK
#3: Due Monday, February 8th:
Reading
Assignment:
* Some
suggestions for reading a math textbook:
http://home.sandiego.edu/~pmyers/textbook.html.
* Guidelines
for Homework Assignments:
http://home.sandiego.edu/~pmyers/math300/homeworkguide.htm.
http://home.sandiego.edu/~pmyers/math300/syllabus.htm.
* About the
textbook pages v-xi in the Elementary
Geometry for Teachers textbook.
*
Read section 1.1, 1.2 and 1.3, and write notes (for yourself) of all the
relevant information. The reading
questions below are meant to help you.
Turn in the answers to these questions as part of the homework.
Reading Questions:
1. Define the following: plane, point, line, segment,
ray, collinear, non-collinear, congruent,
2. What is the triangle inequality? Explain.
3. What is the process used for measuring length? What
other characteristics are measured by the same procedure?
4. What are some advantages of each of the two systems of
measurement?
5. What are some errors children might make when using a
ruler?
6. What is weight?
(Investigate.) What is capacity?
7. How can weight be introduced to children? How is this process different than introducing
lengths, angles, areas, volume?
8. How can capacity be introduced to children? How is this process different than
introducing lengths, angles, areas, volume?
9. Investigate: What could weigh approximately 1 ton?
10.
How are the units
for capacity related to each other in the customary system? In the metric
system?
11.
Write questions
and comments you have on the readings for today.
Homework Assignment:.
· Remind yourself (or memorize) the following
conversions: 1 foot=12 inches, 1 mile=
5280 feet, 1 yard = 3 feet, 1 pound=16 ounces, 1kg= 2.2pounds, 1ton= 2000
pounds, 1 metric ton= 1000 pounds, 1cup= 8 ounces, 1 pint= 2 cups, 1quart=
2pints, 1 gallon= 4 quarts, 33 gallons= 125 liters, 1 liter = 1000 milliliters,
1 inch = 2.54 cm.
· Remind yourself (or memorize) the meaning of the
following prefixes: kilo, hector, deca, deci, centi, milli.
· Consider the cookie
jar problem:
There
was a jar of cookies on the table. Cody was hungry because he hadn't had
breakfast, so he ate half the cookies. Then Darcy came along and noticed the
cookies. She thought they looked good, so she ate a third of what was left in
the jar. Jackie came by and decided to take a fourth of the remaining cookies
with her to her next class. Then Megan came dashing up and took a cookie to
munch on. When Marissa looked at the cookie jar, she saw that there were two
cookies left. "How many cookies were there in the jar to begin with?"
Hannah asked.
(a)
Provide a
complete solution to the cookie jar problem in three different strategies:
o
Using the
model method.
o
Algebraically.
o
Using a
different algebraic method.
(b)
Does this
equation represent a solution to the cookie jar problem? If yes, explain how it corresponds to the
problem. If no, explain why not and find
a correct equation.
(c)
72 is a
common incorrect answer to the cookie jar problem. Why is 72 not a solution to this
problem? What might produce this
error? What does making this error might
reflect about someone’s
understanding of mathematics?
· One per pair (or trio):
o
Create a video to
explain the process used for measuring length.
1.
Include
non-standard and standard units in your explanation.
2.
Be creative to
help the viewer understand—you may want to use manipulatives, for example.
3.
Make sure every
person in your team has an opportunity to speak.
4. Join the class YouTube page
(https://www.facebook.com/groups/900609203393058/) and upload your video by
midnight, Monday, February 8th.
5. Give feedback--suggestions and insights on the video
post of the other groups by Tuesday, February 9th, midnight. Use the sandwich method described in class.
Each video should be approximately 3-5 minutes in length (no longer).
Your video entries will be open access only to the people in the class, meaning
that your classmates will be able to view your entries and you will be able to
view your classmates’ entries and respond to them.
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Comments: pmyers@sandiego.edu