Week 0:

Thursday, August 16: first day of class

Week 1:

Due Tuesday, August 21: Read about all the course policies, including the grading scale and policy. Read section 7.5 and do the practice problems. Do but don't hand in: problems 2, 6 - 9. For problems 6 - 9 explain how these are related to the material in the section. Hand in: problems 1, 3, 10 on pages 298, 299.

Due Thursday, August 23: Read section 7.6 to page 303. Hand in: Context: a green paint can be made by mixing blue and yellow paint in a ratio of 2 to 5. (1)What does it mean for the paint to be mixed in this ratio? Answer this question from the two perspectives on division. (2) Explain how to use reasoning about a ratio table to determine the number of pails of of blue paint and the number of pails of yellow paint you would need to make 210 pails of the green paint (for a very large painting job). (3) Explain how to use reasoning about a strip diagram to answer the problem about 210 pails of paint in problem 2.

Week 2:

Due Tuesday, August 28: Read section 7.6 to page 306. Do practice problems 1 - 5 for section 7.6 (and check your answers). Hand in: Problems 7, 13, 22 on pages 313, 314 and this additional problem: Asia and Taryn each had the same amount of money. After Asia spent $14 and Taryn spent $22, the ratio of Asia's money to Taryn's money was 4 to 3. How much money did each girl have at first? (a) Explain how to solve this problem with the aid of a strip diagram. (b) Create a harder problem for your students by changing the ratio, 4 to 3, to a different ratio and by changing the dollar amounts, $14 and $22, to different dollar amounts in the problem. Explain how to solve the problem.

Due Thursday, August 30: Look at the field experience assignment and begin to plan for it. If you don't have a math field placement please contact me so we can arrange a different assignment. Do but don't hand in: practice problems 6, 7 for section 7.6. Hand in on WebCT: 1) Describe a problem or activity related to material we have discussed so far in this course that you think might work well with middle grades students. Also write an explanation of some mathematical idea related to this problem or activity that you would feel comfortable giving to students and that you think could help illuminate the mathematical idea.
2) Describe something we have discussed so far in this course that you wouldn't yet feel comfortable explaining or using with students or that you think would be difficult. What makes this hard? Your score will be based on your engagement and descriptiveness.