Mathematics for Childhood Education
3/21/11
Designing Multiplication Problems: Homework
2. Jocelyn has five boxes of crayons and each box has 32 crayons in it. How many crayons foes Jocelyn have?
The Solution: 160 Crayons
How I Found It: To solve this pro
Math for Childhood Education
4/6/11
Solve 234/24 using Edytas algorithm and the standard algorithm. Describe the similarities and differences
between Edytas algorithm and the standard algorithm for multiplication. What are some advantages and
disadvantage
Mathematics for Childhood Education
Homework
4/8/11
Page 141 Designing Division Problems
1. You class is making a chain of paper loops. There are 15 students
in the class and you have 225 paper strips. How many strips will
each student get?
I used Edytas
Mathematics for Childhood Education
Homework 3/7/11
BEN AND KRIS
1. What arithmetic problem are Ben and Kris trying to solve?
They are trying to solve 54 + 48 = _
2.Is their work correct? If so, justify it!
Yes, their work is correct.
Ben adds each place
Mathematics for Childhood Education
Andrews Algorithm Homework
3/2/11
1. Describe Andrews algorithm.
Andrew subtracts left to right, which makes sense because this is how we read, left to
right. He first subtracts the highest place value. When solving for
Mathematics for Childhood Education
Homework 2/2/2011
Patterns in Number Theory #3 (Page 12)
3a. Verify Goldbachs conjecture for even numbers between 4 and 24. That is, for each even number
between 4 and 24, find exactly 2 primes that add to that number.
Mathematics for Childhood Education
Homework 2/4/11
Numbers on Mars: #s 1-4, page 23
1. Use the number system your group came up with to represent 19 and 41, and explain how your system
represents these numbers.
In our number system:
O=1, =2, =3, (box)=4,
Math for Childhood Education
Cubes! Longs! Flats! Homework
Page 40, Numbers 2, 3, and 5
2/16/11
2. Describe (at least) three ways you could represent three hundred using flats, longs, and small cubes.
3 flats = 300
If a small cube is equal to one, then a
Mathematics for Childhood Education
Homework Page 65
2/25/11
What number sentence would a 2nd grader hear and how would Richard solve it? Also classify the problems
again!
1. Bob Saget had three children, and then John dumped five on Bobs doorstep. How ma
Mathematics for Childhood Education
Homework 4/18/11
Felishas Cookies page 171
1. Solve, and then describe how Felisha might think about it.
You have three cookies and you want to share them with five of your friends (and yourself). How much cookie would
Math for Childhood Education
2/21/11
Addition and Subtraction with Regrouping
1. Describe how you would use base 10 blocks to carry out the steps above.
First, we have 7+6 in the ones place. If we take 7 blocks and combine that with 6 blocks
we can form o
Mathematics for Childhood Education
Page 120 Multiplication Problems: Homework
3/28/11
2. Why does it make sense to hold the place when doing a multi digit multiplication
problem?
It is easiest to explain with an example. Lets look at 32*22. When multiply
Mathematics for Childhood Education
Homework 3/23/11
1. (Box) * O(tie)(tie)
Answer?
(Box)(tie)(tie)
Explain.
We are finding O(tie)(tie) groups of (Box). Now if we break apart O(tie)(tie) in terms of blocks, we have no small
cubes, no longs, and one flat.
Mathematics for Childhood Education
2/28/11
Arithmetic Word Problems: Homework Page 67
Write five different story problems involving the numbers 5, 7, and 12. Classify each problem in terms of the type of
problem (giving, taking, part-part-whole, and comp
Mathematics for Childhood Education
Homework
In class, we've discussed multiple number systems:
Mayan
Babylonian
Greek
Martian (base 6)
You're also familiar with the Arabic and Roman number systems.
Compare and contrast these systems in the following ways