#### Kelly MacArthur

Assistant Chair
Instructor Lecturer

Office: JWB 218
Email: macarthur@math.utah.edu

University of Utah
Department of Mathematics
155 S. 1400 E. JWB 233
Salt Lake City, UT
84112-0090 USA

# Math4020 Math for Elementary Teachers 2 Fall, 2013

## Homework #1: (due Wednesday, 9/4)

• Section 11.1: Assessment 11-1A #1-10 all, 14, 15; Assessment 11-1B #1-6 all, 8, 9, 10; Mathematical Connections 11-1 #2, 3, 4, 8, 9, 11, 12

• Diagnostic Geometry worksheet packet (given out in class on the first night)

• Angle Measurement worksheet (given in class the first night)

## Homework #2: (due Monday, 9/9)

• Section 11.2: Assessment 11-2A #1, 2, 3, 5-12 all, 15, 16, 18, 20; Assessment 11-2B #6-12 all, 14, 16, 17 ; Mathematical Connections 11-2 #4, 7, 8

• Pi page

## Homework #3: (due Monday, 9/16)

• Section 11.3: Assessment 11-3A #1-11 all, 13; Assessment 11-3B #1-9 all, 11, 12; Mathematical Connections #6, 8, 9, 10

• Polygons Worksheet

• Polygon Relationship Worksheet

• Section 11.4: Assessment 11-4A #1-12 all, 15; Assessment 11-4B #2-7 all, 10, 11, 12, 15; Mathematical Connections #1, 4, 13, 14, 17

• Angle Worksheet

• Polygon Crossword Puzzle

• Quadrilateral Reflection: (Must be typed.) What misconceptions were cleared up for you with your new knowledge of quadrilaterals? What new vocabulary terms did you learn in this chapter? What were the easiest and hardest concepts for you to learn? What do you think that tells you about your learning style?

## Homework #4: (due Wednesday, 9/25)

• Section 12.1: Assessment 12-1A #1-8 all, 10, 13, 14; Assessment 12-1B #2, 3, 5, 6; Mathematical Connections #1, 3, 7, 16, 18, 21, 22

• Section 12.2: Assessment 12-2A #1, 2, 3, 5, 8-11 all, 15, 17, 18; Assessment 12-2B #2-5 all, 9, 20; Mathematical Connections #4, 6, 9, 10

• Section 12.3: Assessment 12-3A #1, 3, 4, 6, 7, 8, 10, 13; Assessment 12-3B #2, 3, 6

**It might be helpful to have this information about how to do constructions.

## Homework #5: (due Monday, 10/7)

• Section 12.4: Assessment 12-4A #1-5 all, 8, 10, 11; Assessment 12-4B #2, 4, 5, 11; Mathematical Connections #1, 8, 9

• Congruence/Similarity Worksheet

• Sections 13.1-13.2: Assessment 13-1A #1, 5, 7; Assessment 13-1B #1, 6, 7; Mathematical Connections 13-1 #9; 13-1 TIMSS #1 (the first problem there, from grade 4); Assessment 13-2A #1, 3, 4, 7; Assessment 13-2B #1, 4, 11; Mathematical Connections 13-2 #10

• Section 13.3: Assessment 13-3A #1, 2, 11; Assessment 13-3B #1, 2, 5, 7; Mathematical Connections #1, 3, 5, 9

• Transformations Worksheets: Flips Worksheet , Dilations (or Scaling) Worksheet , Rotations Worksheet , Transforms Worksheet

## Homework #6: (due Monday, 10/21)

• Section 13.4: Assessment 13-4A #1, 2, 3, 7, 8, 9; Assessment 13-4B #1, 7; Mathematical Connections #2, 10

• Tesselation Page (started in class)

• Area of Circle page (assignment explained in class)

• Section 14.1: Assessment 14-1A #1-8 all, 10, 11, 13-22 all, 25, 26; Assessment 14-1B #4, 5, 6, 8, 10, 11, 13, 15, 19, 21, 24, 25, 26; Mathematical Connections #2, 3, 6, 12, 13, 16, 17
Note: For 14.1 problems that ask you to use a geoboard, you can find geoboard dot paper here.

• Area/Perimeter Problems

• Graph Paper Book

• Observations Report: (Must be typed.) Write a one to two page report (double-spaced) on the insights you gained while doing your practicum observations. What did you see that you'd like to incorporate into your classroom some day? Why? What strategies did you see that didn't work so well, if any? How would you improve them?

## Homework #7: (due Monday, 10/28)

• Section 14.2: Assessment 14-2A #1-4 all, 6, 7, 9-14 all, 16, 17, 18; Assessment 14-2B #1, 2, 3, 6, 7, 8, 12, 14, 15, 17; Mathematical Connections #2, 3, 5

• Pythagorean Assignment

• Area/Perimeter Reflection: (Must be typed.) Discuss the dimensionality of perimeter vs. area for a two-dimensional figure. How could you explain to a child that area has square units and perimeter doesn't? Is there any way to measure something in a 2-d figure that is measured with length units? With length squared units? With length cubed units?

• Section 14.3: Assessment 14-3A #1-5 all, 7, 8, 11, 12; Assessment 14-3B #1-4 all, 6, 9, 12; Mathematical Connections #1, 2, 12, 14

• Platonic Solids Assignment: Read the information at this link and write down what Kepler thought about the Platonic Solids (one to three sentences will suffice). Then, go here and print off the "Print, Cut and Fold" Platonic Solids. Use those to create all the Platonic Solids in paper. (Yes, actually use paper and tape to make them and then bring those to me to check off as part of this homework set.)

## Homework #8: (due Monday, 11/4)

• Section 14.4: Assessment 14-4A #1-9 all, 11, 12, 14, 15, 17; Assessment 14-4B #1, 2, 5-8 all, 10, 13, 15, 17, 19; Mathematical Connections #2, 3, 8, 10, 11, 12

• Section 14.5: Assessment 14-5A #1-5 all, 7-10 all, 12, 13, 15, 16, 18, 26, 27; Assessment 14-5B #2, 3, 4(a-d), 7, 8, 10, 13, 16, 23, 26, 27; Mathematical Connections #1, 9, 10, 12, 13

• Volume/Surface Area Problem

## Homework #9: (due Monday, 11/18)

• Section 9.1: Assessment 9-1A #1-7 all, 10-16 all; Assessment 9-1B #1-4 all, 6, 7, 9, 11, 13; Mathematical Connections #1, 2, 3, 11, 13, 15

• Section 9.2: Assessment 9-2A #1-4 all, 6, 8, 9, 10, 12-15 all, 17; Assessment 9-2B #1-4 all, 6, 11, 17, 19; Mathematical Connections #1, 3, 10, 11, 12, 15

• Experimental Probability Worksheet

• Probability Worksheet

## Homework #10: (due Monday, 11/25)

• Section 9.3: Assessment 9-3A #3, 4, 5, 7, 9; Assessment 9-3B #5, 7; Mathematical Connections #2, 13, 14

• Section 9.4: Assessment 9-4A #1, 2, 4-10 all, 12-16 all; Assessment 9-4B #1, 4-10 all, 14, 15; Mathematical Connections #1, 7, 8, 10, 12

• Probability Reflection: (Must be typed.) What was the most difficult concept you learned in this chapter? Why was it so difficult? What was the easiest probability concept for you? What made it easy? How has your understandinig of probability changed from what we've covered in class?

## Homework #11: (due Monday, 12/2)

• Section 9.5: Assessment 9-5A #1-13 all, 15-18 all; Assessment 9-5B #1, 2, 4-8 all, 10-15 all, 19; Mathematical Connections #2, 4, 7, 8

• Section 10.1: Assessment 10-1A #2, 4, 5, 7, 9, 11; Assessment 10-1B #4, 5, 9, 10; Mathematical Connections #7

• Section 10.2: Assessment 10-2A #1-16 all; Assessment 10-2B #1, 3, 4, 5, 6, 8, 10, 11, 12, 15, 18; Mathematical Connections #1, 5, 13

## Homework #12: (due Monday, 12/9)

• Section 10.3: Assessment 10-3A #1, 2, 3, 5, 6-10 all, 12, 13; Assessment 10-3B #1, 4, 5, 6, 8, 10; Mathematical Connections #6, 7

• Section 10.4: Assessment 10-4A #1-25 all; Assessment 10-4B #1-7 all, 10, 11, 12, 14-22 all, 24-27 all; Mathematical Connections #1-4 all, 6, 7, 8, 13, 14, 15, 17, 18

• Data Reflection: (Must be typed.) Why is calculating and tabulating data important to teach children? Did you struggle with or had never heard of any of the types of data graphs that we covered? If so, how has your understanding and/or interest changed?

• Statistics Worksheet and you'll need this Data

## Homework for section 10.5

(Please note that this will not be collected or graded, but you can do these problems for practice with this material to help with possible final exam questions.)
• Section 10.5: Assessment 10-5A #1,3, 4, 6, 7, 8, 9, 13; Assessment 10-5B #1, 2, 5, 7, 8, 10, 14, 15

## Exam Reviews

• Midterm 1
Chapter 11 Review #1, 3, 6-9 all, 11, 14, 15, 25, 26, 30, 32, 33, 35
Chapter 12 Review #1-4 all, 8, 9, 11, 12
Chapter 13 Review #1, 2*, 17, 18, 20* (* means just draw it, don't construct with compass and straightedge)

• Midterm 2
Chapter 13 Review #17, 18, 21
Chapter 14 Review #1-5 all, 7, 8, 9, 11, 13, 15, 16, 17, 19, 21-24 all, 27, 29, 30
Midterm 2 Review Questions (from class)