Mondays and Wednesdays, 2:30 - 3:50.
More Hall 116

For Wednesday, January 5: Along with your Follow-up Report for today's class, please send us a brief note introducing yourself. I'd like to know a little of your mathematical background (especially as regards geometry), plus anything you'd like to tell me about who you are. If I were writing, for instance, I would probably tell you about my three kids (grown, but I talk about them anyway) and my Mediaeval Women's Choir — but I wouldn't feel obliged to mention either if I weren't up for it.

For Monday, January 10: In the Beckman text, read pages 2-4, do Exercises 1-5 (note that solutions are given – but do the exercises before you look!) and hand in Problems 1 – 3 on page 16.

For Wednesday, Jamuary 12: Hand in Problems 4 and 5 on page 16.

For Monday, January 17: Read §7.2 (Angles) Do the exercises (and THEN check out their answers!). Turn in problems 3 and 8 - 12.

For Monday, January 24:1) Read §7.3. Do the exercises (those are the ones with the answers) and check your answers. Turn in Problems 1 - 3 at the end of the section (pp.51-2)
2) Find a problem that might work as a Math Fair problem (for details see the attached Math Fair Description page, which has all of tonight's homework on it.)

ALSO: remember to fill in the scheduling chart for the Math Fair. I have attached it to this page, though it lost a little formatting in the process, which makes it a little harder to navigate.

For Wednesday, January 26: §7.4 and §7.6 -- read the sections, do the exercises, turn in the problems at the end.

For Monday, January 31 Turn in the ruler-and-compass worksheet handed out in class.

NOTE: Also attached is a proposed schedule for the Math Fair, indicating which grades will be addressed at which times. It is basically addressed to the AAA faculty, but since you know which times you have, you can use it to figure out what you're doing. I don't yet have the final approval from the AAA faculty for it, but I have been told that that should be routine.

For Wednesday, Feb. 2: Re-do §7.6, Problems 1,3,5.

MATH FAIR NOTE: Since my visit to AAA today I have revised the Math Fair description -- the new one is attached.
Not on the hand-out is the result of some other new information: owing to the timing of the teachers' planning periods, we have to do two Kindergarten classes simltaneously and 2 second grade classes simultaneously. I suggest that the folks who were expecting to do K finish their preparations and then explain their plans to the folks who were planning to do 2, and likewise vice versa.

Assignment for Monday, Feb. 7 A) §8.1 -- read the section, do the exercises, turn in problems 1 and 3.
B) Turn in a one to two page typed (word-processed) reaction paper on Flatland. Note that I am particularly interested in reactions to the mathematical aspects.

Assignment for Wednesday, February 9: In the textbook, §8.2 -- the usual routine (read, do and check exercises, turn in problems 2 - 6)

Assignment for Monday, February 14: Make a tiling with the pentomino that has three squares down the middle, one on one side at the top and one on the other side in the middle. Put it on transparency and mark in the lines to convince a frinely skeptic that you really have produced a tiling.

I have attached the tiling instructions that I handed out in class, but unfortunately have not succeeded in uploading the exampples -- only the text.
ADDITIONAL PART OF THE ASSIGNMENT (described in class, but late getting onto the web): we will start class with a chance for each team to describe to the rest of us the puzzles and games you have put together for your AAA scholars to work on and present at the Math Fair.

Assignments for February 16 and 21 were on tesselations and required in-class information to make sense.

Assignment for Monday, February 28: In the Beckmann text, do §8.3 (congruence) -- read the chapterm, do the exercises for yourself and check them, turn in the problems at the end of the section.

TWO NOTES ABOUT MONDAY'S CLASS: 1) I plan to spend a chunk of time on Monday morning at the African American Academy, and should (I hope!) have a fair grasp on the rest of the details when we meet.
2) I will be bringing a description of Project 3 (including artifacts). The verbal description will ultimatelyl turn up attached to this page, but the artifacts and the verbal description won't -- fair warning!

Damon and I had an excellent session as part of the staff meeting. Everyone is now informed (at least we think so) and no further schedule glitches or other hazards appeared.

One teacher made a request that tied in with something I may not havae emphasized enough, so here they both are:
Part of your assignment there is to give the teachers a copy of your games or puzzles with solutions when you go for the second session. That is already on the hand-out I gave you (but on the second page, so you may have missed it). What I didn't say, and she requested was that if you can do so at the first session you should give the teacher a bit of a description of the kind of game or puzzle you'll be doing. You don't have to give details -- you may well not have finished deciding on the details by then -- but the more you can tell them, the better they will be prepared to support you. Note that this only applies from grade 3 up. I think the K-2 activities are sufficiently self-explanatory.

The due date for the second installment of the Flatland Project (the fiction-writing part) has been delayed. It is now due on Wednesday, February 23.

Attached ;you will now find a description of the project assignment which might be useful.

To your leftis a link to a grade page. In the interest of anonymity, each of you is listed by the last four digits of your student number. You will find a record of everything we have for you -- check and make sure that there are no gaps that you feel are in error.

What to do:

If you have 80% or more in the HWK column, 13 or more in the FUR column, and a 1 in each of the two Flatland columns, and if you have sent me your Math Fair report (or have prepared the make-ups assigned to specific ones of you), then all you have to do is get credit from Project 3 and you are free and clear.

Debit points: of each point less than 13 on the FURs, and for each 10 percentage points below 80% on the HWK, you owe one unit of make-up. [Clarification: with 70%-79%, you owe one unit, with 60%-69% you owe two, etc.]

If you owe just one unit, you have a choice: either write up (carefully!) the three proofs of the Pythagorean Theorem implied by the three diagrams you were given in class or read §9.1 and 9.2 and do the odd problems at the end of §9.2. If you owe two units, you may do both of the above, or else continue through §9.3 and do the odd problems at the end of it. If you owe three units -- go figure.