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 22
Write a one- to two-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 the button-sorting activity? Did
working hands on with Venn diagrams help in your understanding of set theory? Would you consider using
this activity in your classroom?
Did our "cup method" help you visualize different base systems? As a future teacher, do you feel that
it's beneficial to learn about different base systems, even though you won't ever teach this to your
students? (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 14
Write a one- to two-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 26
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? Which method(s) do you think most students would prefer?
(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 28
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 some of the basic area formulas are derived?
(Feel free to be critical of aspects of the lab, too!)
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 9
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? Does the lab help to teach the difference between classical and
frequentist probability?
(Feel free to be critical of aspects of the lab, too!)