Interactive Mathematics Program Homework Answers 2

Book, Chapter/Section, Page(s), Idea, Activity. Year 1, Patterns, 34t-37t, B, Introduction of In-Out Machines. Year 1, Patterns, 36t, B, Sidebar note. Year 1, Patterns, 38t-39t, B, Homework 5 Inside Out. Year 1, Patterns, 42t-44t, B, Discussion of Homework 5. Year 1, Patterns, 56t-57t, A, Discussion of Homework 7. Interactive Mathematics Program – Year 2. Teacher: Matthew Pass. Office: B206. Email: matthew_pass@dpsk12.org. Voicemail: 720-424-1796. Interactive Mathematics Program® is an integrated high-school mathematics curriculum designed to challenge students with a four-year sequence of.

Department of Education Awardee Research Supporting IMP For a review of over 10 years of research on learning, program effectiveness, student achievement, and college acceptance, A Brief Description of IMP® The Interactive Mathematics Program (IMP) is a growing collaboration of mathematicians, teacher-educators, and teachers who have been working together since 1989 on both curriculum development and professional development for teachers. Inside IMP Why is a change needed in mathematics education? How does IMP differ from traditional high school mathematics courses? For insightful answers to these and other intriguing questions, go. Introduction & Implementation Strategies It is only natural that questions would arise about a mathematics curriculum that is so different from those currently being used in most high schools. We address many of these questions in.

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Full text of ' IMP Year 1 Teacher Guide Collection Editor: Interactive Mathematics Program IMP Year 1 Teacher Guide Collection Editor: Interactive Mathematics Program Authors: Interactive Mathematics Program Christine Osborne Interactive Mathematics Program Online: CONNEXIONS Rice University, Houston, Texas This selection and arrangement of content as a collection is copyrighted by Interactive Mathematics Program. It is licensed under the Creative Commons Attribution 2.0 license (Collection structure revised: June 6, 2008 PDF generated: February 4, 2011 For copyright and attribution information for the modules contained in this collection, see p.

Table of Contents 1 Year 1 Overview 2 Patterns 2.1 Unit Overview 3 2.2 Activity Notes 3 3 The Game of Pig 4 The Overland Trail 4.1 Unit Overview 29 4.2 Activity Notes 29 5 The Pit and the Pendulum 6 Shadows 6.1 Unit Overview 45 6.2 Activity Notes 45 Index 54 Attributions 57 IV Chapter 1 Year 1 Overview CHAPTER 1. YEAR 1 OVERVIEW Chapter 2 Patterns 2.1 Unit Overview 2.1.1 Overview 1 The Interactive Mathematics Program teacher materials have been moved to the Key Curriculum Press website. This link [2 ] will take you to the login page.

After creating an account for yourself, you'll be able to access the full IMP Teacher's Guide. 2.1.2 Pacing Guides 3 The Interactive Mathematics Program teacher materials have been moved to the Key Curriculum Press website.

This link [4 ] will take you to the login page. After creating an account for yourself, you'll be able to access the full IMP Teacher's Guide. 2.1.3 Patterns Calculator Guide 5 The Interactive Mathematics Program teacher materials have been moved to the Key Curriculum Press website. This link [6 ] will take you to the login page. After creating an account for yourself, you'll be able to access the full IMP Teacher's Guide.

2.2 Activity Notes 2.2.1 The Importance of Patterns 2.2.1.1 The Importance of Patterns The Interactive Mathematics Program teacher materials have been moved to the Key Curriculum Press website. This link [8 ] will take you to the login page. After creating an account for yourself, you'll be able to access the full IMP Teacher's Guide. Lr This content is available online. 2 www.keypress.com/keyonline 3 This content is available online. 4 www.keypress.com/keyonline 5 This content is available online.

6 www.keypress.com/keyonline 7 This content is available online. 8 www.keypress.com/keyonline CHAPTER 2. PATTERNS 2.2.1.2 What's Next? 9 The Interactive Mathematics Program teacher materials have been moved to the Key Curriculum Press website. This link [10 ] will take you to the login page. After creating an account for yourself, you'll be able to access the full IMP Teacher's Guide. 2.2.1.3 Past Experiences 11 2.2.1.3.1 Intent This individual activity is best used as homework, the first assignment of the school year.

Including a writing assignment like this one will establish several expectations for the course. • Purposeful homework will be assigned every day, and students' work on these assignments will be an important part of the course. • Students will be asked to put their thinking — about mathematics and about themselves as learners of mathematics — to paper. • All students' thoughts and ideas about the mathematics they are learning are crucial to the success of the course. • Successful collaboration to do and learn mathematics is a key feature of this course. 2.2.1.3.2 Mathematics At first glance, this assignment does not look particularly mathematical. However, a growing body of research suggests that successful mathematical problem solvers are reflective thinkers.

They know mathematics, and they know about mathematics as a discipline. They are aware of themselves as mathematics learners, and they can think about their own thinking — monitoring progress, evaluating strategies, choosing among skills and tools — while doing mathematics. Psychologists call this metacognition, and it is a hallmark of the thinking of effective problem solvers. In this activity, students are asked — perhaps for the first time (and certainly not the last time in this program) — to reflect on some of their experiences as mathematics students. 2.2.1.3.3 Progression This activity is designed to be done as homework after the first class and to be discussed, in small groups and as a whole group, in the next class.

2.2.1.3.4 Approximate Time 10 minutes for introduction 20 minutes for activity (at home or in class) 10 minutes for discussion 2.2.1.3.5 Classroom Organization Whole class, then individuals, followed by small groups 9 This content is available online. 10 www.keypress.com/keyonline 11 This content is available online. 2.2.1.3.6 Doing the Activity Take the time to share your expectations for this assignment and homework in general, including what you expect from students and what students can do if they don't understand an assignment. Telling students that you want to learn more about them and their backgrounds, and that you will not be grading their essays, but just recording whether they completed the assignment, may encourage them to do the assignment and to share honestly. One important goal of the first few homework assignments is to help students establish a pattern of doing their homework regularly. Also impress upon students that they need to save their work throughout the unit, as they will be asked to include their written work on this assignment and others in the portfolios they will create at the end of this unit.

For the next day's discussion, you might want students to share their essays in their groups. If you plan to follow this suggestion, let students know now that other students will be reading their written work. 2.2.1.3.7 Discussing and Debriefing the Activity Students can read the essays of the other members of their groups.

You might suggest that after reading each other's thoughts and experiences, students answer the Key Questions listed below, perhaps displaying these or similar discussion questions on a transparency. Then students can share with the class the themes their groups encountered. This is a good opportunity to reiterate that class participation — written, oral, and physical; in groups, individually, and with the whole class — is essential for success. 2.2.1.3.8 Key Questions What are some of the important mathematical ideas you have studied? How are your group's ideas about your most and least helpful learning experiences similar? How are they different? How are your experiences, thoughts, and feelings about working with others similar?

How are they different? 2.2.1.4 POW 1: The Broken Eggs 12 2.2.1.4.1 Intent As the first POW, or Problem of the Week, The Broken Eggs is students' first opportunity to work on a substantial problem over several days and communicate the results of their work in writing, using a format that will carry across the four years of the program. (See 'Problems of the Week' in the Overview to the Interactive Mathematics Program.) [Link to the 'Problems of the Week' portion of the Overview.] 2.2.1.4.2 Mathematics This POW is a version of a well-known problem in number theory. Here is a translation from a seventh- century text written by the Hindu mathematician Brahmagupta: An old woman goes to market, and a horse steps on her basket and crushes the eggs.

The rider offers to pay for the damages and asks her how many eggs she had brought. She does not remember the exact number, but when she had taken them out two at a time, there was one egg left. The same happened when she picked them out three, four, five, and six at a time, but when she took them out seven at a time they came out even. What is the smallest number of eggs she could have had?

A similar problem was posed by the Chinese scholar Sun Tsu Suan-Ching in the third century: There are certain things whose number is unknown. Repeatedly divided by 3, the remainder is 2; by 5 the remainder is 3; and by 7 the remainder is 2. Vehicle Repair Satisfaction Note Template there.

What will be the number of things? 2 This content is available online.

PATTERNS In the activity, students search for numbers divisible by 7, but when divided by each of numbers 2 through 6 leave a remainder of 1. To find solutions to this problem, students must examine multiples of 7 and remainders when dividing by 2 through 6, and reason about patterns in these results. The Broken Eggs problem has many solutions, creating a complex task that will allow any high school student to begin to work on the question and all to pursue it as far as their interest (and time) allows (see 'About Solutions to Activities' [link to About Solutions to Activities in the Overview] in the Overview to the Interactive Mathematics Program).

2.2.1.4.3 Progression Students will work on this POW primarily outside of class. This unit is carefully designed to support student success, especially with this first long-term, problem-solving and writing project. The problem is posed early in The Importance of Patterns and revisited at several points over the next few class meetings.

Three students will present their solutions to the class, and all will turn in their written work.