NCTM's Principles and Standards for School Mathematics

ODE's Learning Standards for Mathematics

Math Apps from the Math Learning Center

**Section 2.1**

pp. 53-55 #1, 2, 3, 5, 7, 8, 10, 12, 15, 16, 17, 18, 22, 25, 26, 28(c)(f), 30(b)(c)(e), 42

**Section 2.2**

pp. 67-68 #2, 3, 5, 6, 18, 21(a)(b)

**Section 2.3**

pp. 78-79 #1, 2, 3, 8, 9, 10, 14, 15, 16, 17, 20, 25

**Lab #1 reflection paper - due Tuesday, January 23**

Write a one-page, typed, reflection about Lab #1, from the perspective of both a learner and a teacher.
**Some questions you may wish to consider:**

Did you enjoy working with the Cuisenaire rods? Do you think they
helped illustrate addition and subtraction of whole numbers? Would you consider using them in your classroom?
Did our "cup method" help you visualize different base systems?

(Feel free to be critical of aspects of the lab, too!)

**Section 3.1**

pp. 98-100 #1, 3, 4, 8, 11, 15

**Section 3.2**

pp. 114-116 #1, 2(c)(d)(e), 5, 6, 7, 8, 11(a), 12, 13, 14

**Section 3.3**

pp. 125-126 #1, 2, 4, 5, 7, 8, 9, 10, 11, 13, 14

**Section 4.2**

pp. 161-164 #1, 2(a), 5, 7, 12, 13(chip abacus only), 20, 22, 24, 29(don't bother with the "dynamic spreadsheet")

**Section 4.3**
**Several of these are at the very difficult/bonus level!**

p. 174 #2, 3(chip abacus only), 4, 5, 6, 8, 9(chip abacus only), 10, 14, 16

**Lab #2 reflection paper - due Thursday, February 15**

Write a one-page, typed, reflection about Lab #2, from the perspective of both a learner and a teacher.
**Some questions you may wish to consider:**

Did you enjoy working with the base 10 blocks? Do you think they
helped illustrate multiplication and division of whole numbers? Would you consider using them in your classroom?

(Feel free to be critical of aspects of the lab, too!)

**Section 6.1**

pp. 228-229 #1, 2, 4, 5, 8, 10, 11, 13, 22

**Section 7.1**

pp. 272-273 #1, 2, 3(a)(b), 4, 6, 7, 8, 10

**Lab #3 reflection paper - due Tuesday, February 27**

Write a one-page, typed, reflection about Lab #3, from the perspective of both a learner and a teacher.
**Some questions you may wish to consider:**

Which method do you prefer for representing fractions, fraction strips or Cuisenaire rods? Which way of
visualizing decimals do you like better, chip abaci or hundreds squares? What are some pros and cons of these
tools?

(Feel free to be critical of aspects of the lab, too!)

**Section 8.1**

pp. 331-333 #2, 3, 6, 13, 25, 28

**Section 12.1**

pp. 593-595 #1, 2, 3, 7, 8, 9, 10, 11

**Section 12.2**

pp. 613-614 #1-10 (but not #7)

**Section 13.1**

pp. 695-696 #3, 4, 5, 12, 13, 14, 19, 20, 21

**Section 13.2**

pp. 710-712 #6-12, 15, 16, 19-23

**Lab #4 reflection paper - due Thursday, March 29**

Write a one-page, typed, reflection about Lab #4, from the perspective of both a learner and a teacher.
**Some questions you may wish to consider:**

Did you like using non-standard units to measure things in the classroom? Is it easier for you to do unit
conversions step-by-step or all at once? Does using geoboards help you to visualize perimeter and area? Is it
helpful for you to see how the basic area formulas are derived?

(Feel free to be critical of aspects of the lab, too!)

**Presentations**

Our presentations are starting next week (Tuesday, April 3). As a guide to help you plan your talk, here is the
rubric that I will be using to determine your grade. Good luck!

**Section 10.1**

pp. 451-454 #1(skip (h) and (i)), 4, 6, 8, 13(make scatterplot, sketch regression line, and identify any outliers), 17

**Section 11.1 (Last one!)**

pp. 522-524 #3, 4, 7, 11, 12, 14, 17, 21

**Lab #5 reflection paper - due Tuesday, April 10**

Write a one-page, typed, reflection about Lab #5, from the perspective of both a learner and a teacher.
**Some questions you may wish to consider:**

Did you enjoy using dice to collect your own data? Was it helpful to draw your charts by hand, or would you have
preferred to use technology to do this for you? Do you like the symbolic representations of probability (e.g. P(A∪B)), or
are they confusing? Does the lab help to teach the difference between classical and frequentist probability?

(Feel free to be critical of aspects of the lab, too!)