If you are tutoring, you are probably getting into the season when early dismissal mess up the schedule for a while. That's OK -- just note that in your journal and go in when you can do so. Do remember to keep up the journal when you are doing the tutoring itself.

If you did the Math Fair, your only remaining obligation is a short report that includes your exact participation (How many prep sessions? Did you come to the Fair?) and your reactions (What went well? What could be improved? How?)

If you are doing Option C, you should by now have picked up the packet of game instructions and a set of sugar-cube game pieces. If you have not, then you should get in touch with me
immediately!

Mike has set up his office hours: Monday 1230-130, and Wednesday 1130-1230. His office is in Padelford C-8G -- way down in the depths of the C-wing of Padelford.

I BY SUNDAY EVENING, OCTOBER 2: E-mail me a brief mathematical autobiography. It needn't be particularly thorough or detailed—what I would like to know is roughly your current level and roughly your current feelings about mathematics and, insofar as you can trace them, how you arrived at those feelings. Put on the subject line: "Math autobio for [your name]" and send it to warfield@math.washington.edu, with a cc. to mjcecil@math.washington.edu.

II FOR MONDAY, OCTOBER 3: Finish the problems that were given out in class.

In the big, green Bassarear text, first read pages xv - xx of the Preface. then for the next sections do active reading. The Bassarear textbook is set up with a specific model in mind of how you should read it. Every few paragraphs there is a little pencil and notepad symbol, and when you get to one of them you are supposed to write something on a scratch pad before you go on. This is an admirable format, but one that it can be difficult to persuade oneself to follow through on. So your assignment is to read the sections 1.1 through 1.3 of Chapter 1 (pp. 1 - 24) and to write out thoughts or comments or partial solutions or guesses—whatever he calls for—at each of the marked spots. Then turn in what you wrote. You will NOT be graded on whether you wrote the "right" thing (there generally isn't one) but on whether you wrote something indicating you were putting some thought into the relevant issue.

Read section 4 of Chapter 1. Read actively, but you need not turn in your notes this time.

Problem solving. You are to do fifteen problems. The first ten are listed below. After you have done them, find five more problems in the same set that look interesting, and that offer you a challenge. Try to solve them. If you succeed, wrtie up your solution. If you get stuck, write up what you figured out and why you can't get any further.

The required ten: from the exercises that start on page 27 of the textbook, do #2,4,6,10,12,18,20,25,31,35

NOTE: You should feel free to discuss these with anyone you want to, provided it won’t be detrimental to your own learning (try to resist the temptation to hand them to someone who will take one look and hit you over the head with the solutions.) Make sure that what you turn in is in your own words and that you understand it clearly

Actively read sections 1.5 – 1.7 and turn in your notes

From the problem set at the end of §1.7 (pp. 52-54) Do problems 2 – 4, 9, 13, 18, 20

Turn in the Linear Equations Worksheet on pages 9 and 10 of the Sundry Items Packet.
Also work as many as you can of the problems in Problem Sets 1 and 2 on pages 12 - 15 of the Sundry Items Packet. A class discussion of them on Wednesday will be your major midterm preparation.

In reading Chapter One of the textbook, you will have found many references to the NCTM Curriculum Standards. This extremely important and influential document has recently been edited and re-issued, and its current title is Principles and Standards for School Mathematics. The book itself is rather a hefty volume, so we have reproduced for you a selection of sections from it. They constitute the last 3/4 (more or less) of your Sundry Items packet. The relevant part starts with the title page of the book: Principles and Standards for School Mathematics.
Your assignment is to read all of the sections actively. When you have finished reading and cogitated about it a bit, write a paper about one page (word-processed) in length giving your reaction to the Principles and Standards. In case you need to prime the reaction-pump, here are some questions you might ask yourself: How does this relate to the mathematics I learned in school? How would I like learning this? How would I like teaching this? What parts of it would I look forward to working on with children? What parts would worry me? What’s the point of all this, anyway?

Read actively the article just before the NCTM Principles and Standards in the Sundry Items packet. It is about Extraterrestrial Beings doing Earth arithmetic. Make up two more problems with the same content as the one in Figure 7 and turn them in.

In the textbook, read from page 108 to 115.

Turn in problems 11 - 20

In the textbook, read pages 100-108

Turn in problems 2,3,9 and 10 from page 116

Read Section 3.1 (pages 123 - 145)

Turn in problems 5,6,9,10,19 and 20

Read section 3.2 (pages148 - 161)

Turn in problems 1,5,6,7,9, and 28

In the textbook, read section 3.3 (pages 163 - 180)

Hand in Problems 1,3,5,13 and 15

NOTE THAT THIS IS A DOUBLE ASSIGNMENT BECAUSE CLASS ON WEDNESDAY, NOVEMBER 23 IS CANCELLED


On pages 21 and 22 of the Sundry Items Packet, there is a MegaWorksheet on Bases. Do that set of problems and hand them in.

In the textbook, read Chapter 5, section 2 (p. 266 - 278)

Turn in problems 2,3,5, 9 - 11, 27, 28

In the Sundry Items packet, read the section on Fractions by Diagram (starting on page 23) and do all of the problems in the set entitled "Yet More Fraction problems" (page 32)

In the textbook, read Chapter 5, section 3.

Turn in problems 4-10 [note the directions before #4], 15,16,
41a - f and 42

From the same set as Monday's, turn in #23, 29, 34, and 41, g - l