Welcome to the GRED 565 web site.
protected part of the course (where presentation summaries written by the students (Potsdam campus) are located) can be entered by using the
user name and the password only (provided in hard copy of the
Syllabus and schedule of presentations and topics exams. (Potsdam Campus).
Materials for WATERTOWN sections of GRED
565 (SECTION 1 and SECTION 2): Class Files , Excel Files from Helios: Document
1 (in case when
Helios is not accessible through helios.potsdam.edu). The links to SECTION 1 and SECTION 2 lead to presenation summaries written by the students in the corresponding sections.
Readings for GRED 565 (Potsdam campus).
Homework (Potsdam campus).
NY State Next Generation Common Core Standards Mathematics
Common Core meeting on 11/11/13
New York State Testing Program Grade 4 Common Core Mathematics Test
Common Core Resources.
Curriculum Module Updates (Engage NY)
Annotated 2013 Mathematics NY State Test Questions for Grades 3-8
Helping your child
learn mathematics web site (U.S. Department of Education).
Cool-Math Games web site
NCATE (National Council for
Accreditation of Teacher Education).
Principles and Standards for
School Mathematics (NCTM).
(information and resources needed to support selection and
implementation of standards-based middle grades mathematics
The Eisenhower National Clearinghouse
education of gifted and talented students.
School Jobs Bulletin
Board. See also http://www.teachmath.org/
Digits of PI.
Elementary Mathematics: Content & Methods
Instructor: Dr. Sergei Abramovich
Office: Satterlee 210
Office Hours: M 11:45 a.m. - 12:45 p.m., TU
9:00 a.m. - 10:00 a.m., W 9:00 a.m.-10:00 a.m., and by appointment.
Phone: (315) 267-2541 (office)
Background and Rationale
Contemporary mathematics pedagogy measures an educative growth of a student not in terms of the production of correct answers but in terms of the quality and diversity of thinking. Nowadays, a competence in elementary mathematics teaching means much more than the ability to get a right answer to a standard, procedure-bounded problem. The competence includes an in-depth understanding of the concepts behind procedures being taught and awareness of various tools conducive to mediate conceptual development. This course will reflect change and growth in mathematics education set by the Common Core State Standards Initiative  adopted by New York State in 2010 toward the goal of having greater focus and coherence in teaching school mathematics. The course will attempt to increase the confidence level of a future teacher in creating learning situations at the elementary level in which simply stated questions about familiar concepts can generate a considerable amount of inquiry. In that way, the course instructor “ensures that candidates develop a deep understanding of the critical concepts and principles” [2, p. 2] of mathematics.
To this end, mathematics currently involved in K-6 program as
recommended by the New York State
Education Department as well as by the Ontario
Ministry of Education will be highlighted as a dynamic
discipline, built on progressively connected ideas and mutually
related concepts. Students will be introduced to current issues and
trends in mathematics education such as the use of concrete
embodiments (physical manipulatives) and computing technology
(including electronic manipulatives), revision of curriculum and
professional standards, assessment of authentic performance, and
SUNY Potsdam Education Unit Conceptual Framework
A Tradition of Excellence: Preparing Creative and Reflective
GRED 565 course supports the SUNY Potsdam Education Conceptual
Framework in several ways. First, through experiences provided in
this course students will continue to develop as "well educated
citizens" by modeling the skills, attitudes, and values of inquiry
relevant for mathematics content and by appropriately using
technology such as the Internet, word processing, spreadsheets, and
other electronic information technologies. They will continue to
develop as 'reflective practitioners" by modeling inquiry, practice,
and reflection in their field experiences and journals. They will
effectively use research-based models of curriculum, instruction, and
assessment as they plan for instruction, design, and teach lessons
meeting the diverse learning needs of students, promoting reflective
inquiry, critical thinking, and problem solving, incorporating
appropriate technology. They will identify national and state
learning standards that are related to their lessons. They will
develop as "principled educators" by demonstrating
- appropriate integrity and competence for beginning level
- professional behavior in their classes and in the field,
- ability to work with pre-K-6 students and teachers, and
- disposition to see the elementary classroom as a site for
Course Content and Pedagogy
The course content will revolve around the following eight Standards for Mathematical Practice set by the Common Core : (1) Make sense of problems and persevere in solving them; (2) Reason abstractly and quantitatively; (3) Construct valuable arguments and critique the reasoning of others; (4) Model with mathematics; (5) Use appropriate tools strategically; (6) Attend to precision; (7) Look and make use of structure; (8) Look and express regularity in repeated reasoning. The course pedagogy will be aligned with the following Instructional Shifts that are of critical importance for implementing the above eight standards for Mathematical Practice: Focus, Coherence, and Rigor. The demonstration of these shifts will be supported by a variety of mathematics education materials. In that way, teacher candidates would be able to “understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive” [3, p. 8]. Furthermore, in accord with the National Council of Teachers of Mathematics Professional Standards for Teaching Mathematics , the course pedagogy will also focus on developing proficiency in:
- selecting mathematical tasks to engage children's interests
- orchestrating classroom discourse in ways that promote
- seeking, and helping children seek, connections to previous
and developing knowledge;
- using, and helping children use, technology to pursue
To this end, student-centered discussions of selected mathematics
education research publications and Common Core State Standards for Mathematics will be a part of the course
activities. Students will be expected to read these publications by
using the campus (Crumb) library and the Internet resources.
Fostering the ability to use such resources is one of educational
objectives of this (graduate level) course.
Text book and other required materials
- John A. Van de Walle, Karen S. Karp, and Jennifer M. Bay-Williams. (2016 copyright). Elementary and Middle School Mathematics:
Teaching Developmentally. (9th edition). Addison Wesley Longman. (Available in the bookstore).
- GRED 565 Course Materials with instructor Sergei Abramovich.
(Copied and available in the bookstore).
- A pen/jump drive (512 MB), compass, ruler,
color pencils/markers, scissors.
- SUNY Potsdam e-mail account is required. To arrange for this
account please come over to the Office of Distributed Computing
(Kellas 100, phone #2083) with your student ID. The Office hours
are M-F, 8:00 A.M. - 4:00 P.M. Please be advised that you can
check your campus e-mail through the Internet by opening the
following location in the Navigator:
- Several materials for the course will be put on the Internet
regularly. To access the course web site, go to
computer that has the Internet connection will be OK). In order to
access a protected part of the site, click at the hyperlink "A
protected part of the GRED 565 course" (on the top of the page).
Upon clicking, a computer will require entering User Name and
Password. Please be advised that User Name is gred565 and the
Password is bay. This will make specific course materials
available to the GRED 565 students only.
- Also, http://www2.potsdam.edu/abramovs/GRED565Files/
is a link to some other Web-based materials that have been created to
support the course. These materials (mostly Excel files) can be accessed
from any computer on or off campus. Please make sure that your personal
computer is equipped with a program that was used to create the
materials if you want to use them off campus.
Students are expected to attend, be prepared for, and participate
professionally in each class. This includes the ability to support
classroom activities by participating in discussions of homework and
readings. Professionalism also includes the ability to keep notes of
all class discussions and home assignments, using library and the
Internet resources to access information, using e-mail and word
processing programs as educational tools.
Special note regarding the weekend offering of the course.
Because of intensive nature of studies in such a format, students who
miss any weekend (or the time-equivalent combination of classes) will be
asked to drop the course and take it at a different time.Those
students who miss one full day (either Friday or Saturday) due to a
family emergency (which must be documented) may be allowed to make up
work in some form (TBA) at the discretion of instructor.
Students are expected to read the text book, course materials, and
selected mathematics education publications as assigned by the
instructor. Throughout the semester, please plan to watch carefully
for assignments given. Some assignments may involve the use of a
computer and students must plan for time to work in a Mac computer
lab on such assignments. Students are expected to have (or acquire) a minimum knowledge of Microsoft Word, Microsoft Excel, and Dynamic Geometry programs. Note that these high expectations on the use of digital technology are set for students (and their teachers alike) as early as in elementary grades. The goal of this kind of teaching and learning is to “model best practices in digital learning and technology applications that EPP [education preparation provider] expects candidates to acquire” [2, p. 30].
The course activities will include (depending on a final
enrollment) up to eight student-centered discussions of research
publications relevant to elementary mathematics curriculum.
(These publications have been put on GRED 565
reserve at the Crumb library). To this end, teams of at most 4
students in each team will be created. Each team will be responsible
for doing one such discussion. More specifically, this will include
the following collaborative activities:
- the preparation of not fewer than a 600-word summary of a
publication (a write-up) which must be submitted as an MS Word document to the instructor
electronically in accord with the schedule published on-line;
- the preparation of not fewer than a 300-word reflection on the
publication (a write-up) which must be
submitted to the instructor in hard copy by the day of a
- conducting a 35-minute discussion of an assigned
publication (longer presentations would not be appreciated).
Each such summary will be put on the course web site on a week
preceding a discussion with understanding that the whole class can be
prepared for discussion by reading this summary via the Internet. (In
order to count the number of words in a typed document, one can use
"Word Count" feature from Tools menu of MS Word program). One copy of
each document is required for a team. In evaluating a presentation,
the following rubric will be applied:
Group e-summary of not less than 600 words submitted on time -
Individual reflection of not less than 300 words submitted on time
The use of a computer during the presentation - 20%
The use of manipultives during the presentation - 20%
The use of transparencies and/or handouts, auxiliary literature,
conducting whole class discussion during the presentation - 20%
Submitted individual reflections will be available for a pick up
(with my evaluation of the whole presentation) in the plastic box
attached to the door of 210 Satterlee Hall on the day of presentation
(unless an emergency occurs). Please pick up your graded reflections
Two topic exams will be given during the semester. These topic exams (to be arranged)
will be based on readings, homework, and activities presented in the
class. A reading list will be given a week before a topic exam. There
will be no make-up topic exams given unless illness or family emergency occur (these must be documented).
A final exam for the course will be replaced by work on a final
project. A final project may take different directions. One such
direction is to develop a lesson based on one of the key idea/strands from
mathematics core curriculum as recommended by New York State
Department of Education/Ontario Ministry of Education (see mentioned above GRED 565 Course
Materials) and/or Common Core State Standards for Mathematics. The second direction is to structure a project as a
journal that reflects on one's experience in observing an elementary
mathematics classroom in the field. Reflections should describe one's
observations in terms of their connection to ideas studied in the
course. Finally, the third direction is to reflect on a possible
involvement in teaching mathematics during a field experience.
Regardless of a direction chosen, an underlying philosophy of a final
project should be structured by the following basic assumptions of
contemporary classroom discourse:
- conceptual development (emphasis on conceptual understanding
versus operational understanding),
- reflective inquiry (creating a learning environment in which
students feel comfortable to ask "what if" and "why" questions and
reflect on their work),
- search of connections between different concepts (e.g.,
addition and subtraction, multiplication and division, etc.),
- the use of technology (e.g., physical manipulatives,
computers, the Internet, computer-generated worksheets, overheads,
and so on).
The length of a final project is expected to be three to five
pages (not fewer than a 1000-word document typed on a computer). Team
projects (not more than three students in a team) are welcome, but
collaboration on a project is not required. On the cover sheet of the
project please type your e-mail address (it should include e-mail
addresses of all team members if it's a collaborative project).
If your final project is an observation journal, please follow
guidelines provided in the "pink" document (Field Experience
Guidelines). Of particular interest is any information related to
students' asking questions during a lesson, the discussion of more
than one way to solve a problem, the availability of manipulatives
and computers in the elementary classroom and their use by a host
teacher. If the use of these tools was never observed, please write
about that including grade level(s) observed. Information submitted
in your final project based on classroom observations will be
considered strictly confidential.
If you are involved in student teaching during your practicum,
please write in your final project about topic taught and
instructional materials used; describe most interesting episodes from
your teaching experience.
your final project is a lesson plan, it should be relevant to the
elementary classroom. Your lesson plan may be based on one of the Common Core State Standards for Mathematical Content or on one of the strands in the Ontario Mathematics Curriculum.
In your lesson plan please address such issues as the use of
manipulatives and information technology, conceptual development, the
promotion of reflective inquiry and diversity of thinking among
Home assignments 20%
The use of technology 10%
Topic exams 30%
Final Project 20%
An interactive chart titled Calculation
of Grade is attached to the password-required domain of the
course web site. Note: Blue numbers related to exams are subject to
According to the chart: range 100%-94% - 4.0; range 87%-93% - 3.7;
range 80%-86% - 3.3; range 73%-79% - 3.0; range 66%-72% -2.7; range
59%-65% - 2.3; range 52%-58% - 2.0; below 52% - 0.0.
It is expected that all work will be the students' own . Failure to credit others for direct quotations and ideas
will be considered plagiarism and will result in the student
receiving a grade of 0.0 for that assignment.
 Common Core State Standards. (2010). Common Core Standards Initiative: Preparing America’s Students for College and Career [On-line materials]. Available at: http://www.corestandards.org.
 Council for the Accreditation of Educator Preparation. (2013). CAEP Accreditation Standards and Evidence: Aspirations for Educator Preparation. Recommendations from the CAEP Commission on Standards and Performance Reporting to the CAEP Board of Directors. Washington, DC: Author.
 Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author.
 National Council of Teachers of Mathematics. (1996). Professional Standards for Teaching Mathematics. Reston, VA: Author.
publications put on reserve at Crumb Library
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics, Chapter 4: Standards
for Grades Pre-K-2. Reston, VA: NCTM.
Conference Board of the Mathematical Sciences. (2012). The Mathematical Education of Teachers II, Chapters 2-4. Washington, D.C.: Mathematical Association of America.
Becker, J.P., & Selter C. (1996). Elementary School Practices. In A.J. Bishop et al. (eds)., International Handbook of Mathematics Education, 511-564. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Schifter, D. (1998). Learning Mathematics for Teaching: From a
Teacher's Seminar to the Classroom. Journal of Mathematics Teacher
Education, 1, pp. 55-87.
Common Core State Standards Initiative (2011). Common Core Standards for Mathematics. http://www.p12.nysed.gov/ciai/common_core_standards/.
Anderson, A., Anderson, J., and Shapiro, J. (2004).
Mathematical Discourse in Shared Storybook Reading. Journal for
Research in Mathematics Education, 35(1), pp. 5-33.
Nunes, T. (1992). Ethnomathematics and everyday cognition.
In D. A. Grouws (ed.), Handbook of Research on Mathematics Teaching
and Learning . New York: MacMillan.
Fuys, D.J., and Liebov, A.K. (1993). Geometry and Spatial
Sense. In R. Jensen (ed.), Research ideas for the classroom: Early
childhood mathematics. NCTM: Reston, VA.
Schedule of presentations and topic exams (Spring 2018)
Monday 9:00 a.m. section
Monday 7:10 p.m. section
Tuesday 4:40 p.m. section
1) Textbook: Read Chapters 1-4.
2) Textbook, P.58: Task “Concept: Perimeter”. Use the picture below (it is missing in the textbook – at least in my copy). Find as many solutions as you can. Explain your reasoning. Invent a similar problem.
3) Textbook, pp. 15-16: "Start and jump numbers: searching for patterns"
problem. Explore this problem. Be ready to share your ideas with the
1) Be prepared for the discussion of the NCTM
Standards for preK-2 (read summary on the course web site).
2) Course materials, pp. 33-36, Classroom ideas
for grades 1-2: 1B, 1C, 1D, 3C. Read these activities and be ready to
present/discuss them in class.
3) Read the textbook pp. 308-311 (about patterns).
4) Create 5 examples of repeating patterns using
pictures, describe your patterns using A, B, C, ...
1) Be prepared for the discussion of Mathematical Education of Teachers (read summary on the course web site).
2) Textbook to read: Chapter 9 (pp. 167-191): Developing
meanings for the operations.
3) Task 1: "I used two identical shapes to
make a rectangle. What might they have been?" Find several solutions to this task and describe the
presentation of the task, i.e., educational objective, materials
used, difference in presentations at different grade
4) Task 2: Find ways to add consecutive
counting numbers in order to reach sums in the range 1 through 15. (For example, 3, 4,
and 5 are consecutive numbers and 3+4+5=12. There are also sums comprised of two, four, and five addends). Formulate 5 questions
that may stem from this performance task and answer your own
5) Task 3:
If the 5 key on your calculator were broken, how could you find the sum
354 + 541 + 435? Is there more than one way of doing that?
1) Read summary for the third discussion topic
"Elementary school practices" on the web.
2) Present the following addition problems in a
pictorial form (drawing base-ten blocks on small place value charts -
see Figure 11.2 on page 226 of the textbook) and decide whether or
not a problem involves regrouping:
Support each of these addition problems with two types of real-life situations introduced in class.
What reasoning strategy is used in each case?
(see textbook, chapter 10, pp. 199-204)
3) Write a subtraction question for each of the
a. Mr. Wilson had 16 boys in a class of 25
b. Joan weighed 68 pounds and John weighed 95
c. Mrs Bennett bought 24 oranges and served 16 of
them to girls after soccer practice.
d. Bob had 34 cents. The whistle costs 63
Identify the type of subtraction question in each
Present each subtraction fact as coloring activity
on a place-value chart (for reference see worksheets "Subtraction as
coloring" (1 & 2), file "GRED 565 spreadsheet files.xls", on the
abramovsclass volume of Helios server).
4) Read and understand activities in the Course
Materials (be ready for discussion):
p.34, #2C; p. 39, ## 6A and 6B.
1) Prepare for the next discussion topic "Learning
mathematics for teaching" (read summary on the course web site).
Write a story that illustrates the fact 3X5=15
through repeated addition. Write another story to show that 5X3=15 (
multiplication is commutative).
Represent the fact 4X7=28 in the form of a diagram
with blocks (or dots); that is, by using blocks (or dots) show
multiplication as repeated addition.
Then draw a new picture which would represent 28
as a base-ten number; that is, through tens and ones.
Draw a picture that would represent 28 as base-six
number, that is through sixes and ones.
Explore the multiplication table and find patterns
in the table. Describe your patterns.
3) Long division at the concept level with
base-ten blocks: p. 244 of the textbook. Using the structure of
Figure 13.12a (p. 286 of the textbook), represent the fact 426÷3=142 through long
division at the concept level and write a story that leads to this
division fact (see stories/problems (in bold font) on p. 286).
1) Prepare for the next discussion topic:
"Common Core State Standards Initiative (2011). Common Core Standards
2) Download "Hair ribbons and Wanda's cake" excel
file (see a web link on the protected part of the course website) and save it on your disk.
3) Fractions. Answer questions on Figures 15.10 and
15.11, pp. 356-357 of the textbook.
4) Compare two fractions by drawing diagrams (area model for fractions; also paper folding): Which
is more, a) 3/8 or 2/5? b) 5/6 or 4/5?
5) Solve the following problems:
a) Ron has several one, two, and five-dollar coins
in his pocket (at least three coins of each denomination). If he
takes three coins (one by one) out of his pocket, how much money
could have he taken? In how many different ways could the total of
$12 have he taken?
b) 4/15 of a distance from the downtown Post
Office to a Shopping Mall equals 12/5 of a mile. What is this
distance? Justify your answer by drawing a picture/diagram and write
a number sentence (an arithmetical fact) that corresponds to your
c) I eat 2/3 of a cup of cottage cheese each day
for lunch. I have 4 and 2/3 cups of cottage cheese in my
refrigerator. How long will that last? Justify your solution by
drawing a detailed labeled picture and write a number sentence (an
arithmetical fact) that corresponds to your picture.
GRED 565 Topic Exam 1 Material to be
1. This topic exam will consist of nine
tasks based on:
a) Classroom ideas for pre-K-K and grades 1-2 that
we discussed (more specifically, see tasks 1C and 1D mentioned on p. 33 of the
b) Tasks related to pictorial representations of
numbers and operations with numbers using blocks or dots (see item 2
of homework for
); problems listed in item 5 of homework
c) Discussions dealing with comparison of and operations on fractions
(multiplication, division) using pictorial representation (diagrams
of the area/region model).
d) Textbook, pp. 356-357, material of Figures 15.10,
e) Recognizing patterns (see homework for
2. Tips for taking the test. Some tasks will
consist of short response mathematics questions (multiple choice),
other tasks will consist of extended response mathematics questions.
Read each question carefully and think about answer before writing a
response. Make sure to show your work and/or justify your answer when
required. Please be prepared to draw simple
3. Assessment. 2-and 3-point holistic rubrics (a
scoring guide suggested by the New York State Department of
Education) will be applied to assess your performance on the test.
The description of the rubrics can be found on pp. 130-132 of the
1) Read the summary of the next presentation (#6) "Mathematical discourse in shared storybook reading " on the course website.
2) Textbook: read pp. 358-368 (Chapter 15).
3) Using models shown in the textbook (Chapter 16) on Figures 16. 2 (p. 375), 16.3
(p. 377) and 16.5 (p. 380), add and subtract fractions:
a) 3/8+1/4 (using fraction circles)
b) 5/6-1/2 (using fraction circles)
c) 2/3+1/6 (using rectangles)
d) 1and 2/3 -1/6 (using set model).
4) Using area model for fraction, multiply
fractions on pictures:
Write a story (similar to those presented in
class) to support each of the above multiplication situations in
5) Compare fractions using 10x10-grids (for reference see such a grid on p. 411 (Figure 17.8) of the textbook and the abramovsclass
file "GRED 565 spreadsheet files.xls", sheet Compare fractions as
decimals): 2/5 and 1/2; 7/10 and 4/5; represent these fractions as
decimals and as percent.
6) Textbook: Chapter 18: Read pp. 430-434 about the concepts of ratio and proportion.)
1) Read summary on the course web site related to the next presentation (Ethnomathematics and Everyday Cognition).
2) Textbook: p. 425: solve percentage problems ##1, 2, 3, 4 by drawing a picture (similar to Figure 17.19, p. 425).
3) Solve the following problems by drawing a picture to enhance their instructional presentation:
a) In the set of 60 calculators, 16 calculators are
TI-81s, 29 calculators are TI-84s and the rest of calculators are
TI-92s. What percent of the calculators is TI-92s? What is the ratio of
TI-92s to the rest of the calculators?
b) Kelly's class of 30 students has 18 boys. What is
the boys to girls ratio in the class? After spring recess three girls
were transferred to another school. What is the girls to boys ratio in
Kelly's class now?
c) Ron was given 1/3 of the collection of 15 counters.
3/5 of what he got turned out to be the only red counters in this
collection. How many counters were red? What is the ratio of red
counters to non red counters in what Ron has gotten?
1) Read summary for the presentation "Geometry and spatial sense."
2) Computer assignment "Fraction circles." The assignment will be collected and graded.
3) Work on the final project.
MEMO ON THE FINAL PROJECT
1. Your final project (see p. 5 of the syllabus for details) is due on Day 13.
2. It should be a three to five-page document (not fewer than 1000
words) typed on a computer and submitted in hard copy (NOT through the
3. Team projects (not more than three students in a team) are welcome, but collaboration on a project is not required.
4. If your project is an observation journal, please follow the
guidelines provided in the "pink" document. Of particular interest is
information related to students asking questions during a lesson,
classroom discussion about more than one way to solve a problem, the
availability of manipulatives and computers in the elementary classroom
and their use by your host teacher. If you have never observed the use
of these tools, please write about that. It should include grade level
observed; if you observed multiple grade levels, please list all grades
you were involved with.
5. If you were involved in student teaching during your 100-hour
field experience (practicum), please write about what you have taught,
what materials you used, describe most interesting episodes from your
6. You may also present a lesson plan (supported by NY State or
Ontario standards and core curriculum for mathematics, please see the
course materials booklet) relevant to the elementary classroom. Your
lesson may be based on one of the key ideas/strands from the core
curriculum. In your lesson plan please describe how you plan to address
such issues as the use of manipulatives and information technology,
developing mathematical connections, promoting reflective inquiry and
diversity of thinking among students.
7. As mentioned in the syllabus, regardless of the type of your final
project, its underlying philosophy should be structured by the
following basic assumptions of contemporary pedagogy: conceptual
development (emphasis on conceptual understanding vs. operational
understanding, e.g., teaching through problem solving in context rather than
through worksheets), reflective inquiry (creating a learning environment
in which students feel comfortable to ask "what if" and "why" questions
and reflect on their work and that of their peers), making connections
among different concepts (e.g., between counting and addition, between
addition and subtraction, between addition and multiplication, between
subtraction and division, between multiplication and division), and the
use of technology (e.g., physical manipulatives, computers, the
Internet, computer-generated worksheets, overheads, and so on). It is
strongly recommended that you make four separate sections in your
project to write about each of the four assumptions.
8. Information submitted in your projects based on classroom observations will be considered strictly confidential.
9. Please visit the protected part of the course web site at
http://www2.potsdam.edu/abramovs/gred565site (see password in the
syllabus) to read a number of exemplary final projects on all three
1) Assignment: Exploring geometry on grid paper
(a hard copy of this assignment was given in class). Note: square is
considered to be a special case of rectangle with equal adjacent sides.
The assignment will be collected and graded.
2) Solve the following two problems without using formulas for area and perimeter.
a) Among all rectangles with whole number sides and
perimeter 24 cm, one rectangle has the largest area and one rectangle
has the smallest area. What is the largest area and what is the smallest
area? Explain your answer.
b) The area of a rectangle is 84 square centimeters.
One side of the rectangle is 14 cm long. Find the length of the other
side of this rectangle. Find perimeter of this rectangle. Show your
3) Activity on constructing symmetrical shapes (use worksheet given in class).
4) Textbook: read Chapter 20, pp. 488-500.
5) Bring scissors and a glue stick for a hands-on activity.
1) Final projects are due.
2) Exploring arrangements:
a) In how many ways can a doctor schedule appointments for eye exams for Alan, Betsy, and Christina?
b) In how many ways can a doctor schedule appointments for eye exams for Alan, Betsy, Christina, and Derek?
c) How many 2-digit numbers can be made using numerals 3 and 4?
d) How many 3-digit numbers can be made using numerals 3 and 4?
e) How many 3-digit numbers can be made using numerals 0, 3, 4?
(You can use tree diagrams to answer these questions.)
Review problems for topic exam 2.
There will be 9 tasks (extended response mathematics questions) with multiple-choice answers.
1) What percent of 40 is 12? Answer this question using a picture.
2) What percent of 40 is 28? Answer this question using a picture.
3) In the set of 60 calculators 16 are TI-81s, 29 are TI-84s and the
rest are TI-92s. What percent of the calculators are TI-92s? What is the
ratio of TI-92s to the rest of the calculators? Answer these questions
using a picture.
4) Kelly's class of 30 students has 18 boys. What is the boys to girls
ratio in the class? After spring recess three girls were transferred to
another school. What is the new girls to boys ratio in Kelly's class?
Answer these questions using a picture.
5) Among 20 buttons, 6 are red. What percent of the buttons are red?
What percent of the buttons are not red? Answer these questions using a
6) A school has students to computers ratio equal 5/2. If the number
of students is 100, how many computers are in the school? 10 new
computers were purchased. Find the new students to computers ratio? What
is the new computers to students ratio? Use a chart to solve this
7) Among 40 students, 16 are boys. What percent of the students are
boys? What percent of the students are girls? Use a diagram to answer
8) There are 12 girls and 8 boys in Jerry's class. What would be the
probability of drawing a boy's name from a hat containing the names of
all class members? Two girls from the class were transferred to another
school after a break. Find the probability of drawing a boy's name from a
hat containing the names of all class members except the two girls.
9) Consider numbers (numerals) 9, 8, and 7. How many 3-digit numbers
can be made using these numerals? How many 4-digit numbers can be made
using numbers 0, 9, 8, and 7? Explain your answer.
10) The area of a rectangle is 56 square centimeters. One side of the
rectangle is 8 cm long. Find the length of the other side of this
rectangle. Find the perimeter of this rectangle. You may not use
geometric formula for area.
11) Among all rectangles with whole number sides and perimeter 64 cm,
one rectangle has the largest area and one rectangle has the smallest
area. What is the largest area and what is the smallest area? Explain
12) Draw three geometric shapes with at least one line of symmetry. Draw three geometric shapes with no lines of symmetry.
13) A spinner pictured below is spun. What is the probability of landing on
- red region;
- pink region;
- blue or green regions;
- not on pink region?
Monday/Tuesday, May 9/10.
1) Problems from NYS Testing Program in
Mathematics, Grade 4:Course Materials, p.96, #9; p.97, #11; p.98, #13;
p.100, #17; p. 101, # 19; p.102, #20; p.106; #27; p.108, #30; p.117,
# 38; p.129, #48.2) Bring scissors and glue for a hands-on
activity.3) Read textbook, p. 357-358 (section
4) Final projects are due.