The assignment number
Your mail slot number
Credits (who you worked with or a statement that you worked alone)
Unless a problem is purely computational, your answer should include an explanation.
| Number | Due Date | Reading | Required problems |
| 37. | 12-09-11 (Friday) |
|
8.4: 4a-d10, 11, 13 |
| 36. | 12-07-11 (Wednesday) |
|
7.8: 4, 7-10 8.5: 2a-f, 4, 5, 13a, 20 |
| 35. | 12-05-11 (Monday) |
7.5, 7.6 | 7.5: 3-5 7.6: 3-6 7.7: 2, 3, 7 |
| 34. | 12-02-11 (Friday) |
7.2, 7.3 | 7.2: 1, 2, 10, 21, 22 7.3: 1, 12, 13, 32, 33 |
| 33. | 11-30-11 (Wednesday) |
7.1 | 7.1: 1, 3, 4, 9, 10, 31 |
| 33. | 11-28-11 (Monday) |
6.5 | 6.5: 8, 9, 10, 11 Bring cut Fraction Pieces to class |
| 32. | 11-21-11 (Monday) |
6.3, 6.4 | 6.3: 1, 2, 6 6.4: 1-3, 5 |
| 31. | 11-18-11 (Friday) |
|
6.2: 1, 2, 5, 7-9 |
| 30. | 11-16-11 (Wednesday) |
|
6.1: 3, 4, 6, 7, 11, 12, 19-21 |
| 29. | 11-14-11 (Monday) |
|
5.2: 4, 8, 9, 14, 17-19 |
| 11-11-11 (Friday) |
Exam II | ||
| Some time during the week of 11-07 to 11-11 get together with your group and do section 10.4 in the workbook. Turn this in on 11-14-11. | |||
| 28. | 11-07-11 (Monday) Turn in to Math Secretary |
|
2.6: 6-10, 13-16 4.2: 7, 8 Remember there are more elements than the a & b in the definition of the relation. |
| 27. | 11-04-11 (Friday) |
|
5.3: 2, 11, 14, 19-22 |
| 26. | 11-02-11 (Wednesday) |
|
5.1: 2-4, 12, 17, 18, 19 |
| 25. | 10-31-11 (Monday) |
3.9 | 3.9: 17, 19-21, 23 |
| 24. | 10-28-11 (Friday) |
3.6 | 3.6: 2-6, 9,10, 15-21 |
| 23. | 10-26-11 (Wednesday) |
3.8 | 3.1: 14, 15 3.8: 7-11 |
| 22. | 10-24-11 (Monday) |
4.6 | 4.6: 1-3, 4(c,d), 10(c,d) |
| 21. | 10-21-11 (Friday) |
|
3.5: 2 - 11 4.6: 15 |
| 20. | 10-19-11 (Wednesday) |
|
3.9: 1(ab), 3, 4, 10, 11 4.5: 16, 17 |
| 19. | 10-17-11 (Monday) |
|
3.8: 1-4, 6, 12 4.5: 15, 20 |
| 18. | 10-14-11 (Friday) |
|
3.4: 2, 3, 7, 8, 12, 20, 28, 29 |
| 17. | 10-12-11 (Wednesday) |
3.3 | 3.3: 4, 8, 10, 12, 13, 15 Be sure to explain your proceedures |
| 16. | 10-07-11 (Friday) |
. | Exam I |
| 15. | 10-05-11 (Wednesday) |
3.2 | 3.2: 1, 7, 11-13, 18 Extra credit 8, 22(a,c,e) |
| 14. | 10-03-11 (Monday) |
3.1 | 3.1: 1-3, 9-13 In 12, the number must be a legit Egyptian number |
| 13. | 09-30-10 (Friday) |
2.5 | 2.5: 5, 6 |
| 09-28-11 (Wednesday) |
2.5 | No Homework | |
| 12. | 09-26-11 (Monday) |
2.5 | 3.1: 4 2.5: 2, 3, 10-13 |
| 11. | 09-23-10 (Friday) |
2.4 | 2.3: 21, 22 2.4: 7, 8, 10, 12c, 13d, 21 |
| 10. | 09-21-11 (Wednesday) |
2.3 | 2.2: 17- 20 2.3: 1, 4, 5, 9, 12, 14, 18 |
| 9. | 09-19-11 (Monday) |
|
4.3: 5-7, 12, 13 (Explain 5-7) |
| 8. | 09-16-10 (Friday) |
|
4.1: 2, 4, 7, 9, 12 - 14 (Explain) |
| 7. | 09-14-11 (Wednesday) |
|
2.2: 4c,f,g,h, 6, 8, 16 |
| 6. | 09-12-11 (Monday) |
2.2 | 2.2: 1a,c,f,i,j, 3, 4a,b,d,e, 5,
7 These problems do not need explanations. |
| 5. | 09-09-10 (Friday) |
2.1 | 2.1: 4, 5, 8-10, 13-15 3 & 5 do not need explanations |
| 4. | 09-07-11 (Wednesday) |
Appendix A3 | A3: 3, 7, 8, 12, 13 |
| 3. |
(Monday) |
|
A2: 2-4, 10-12, 17-20, 31 |
| 2. | 09-02-10 (Friday) |
Appendix A1 | A1: 2-4, 5-7, 22-24 Give reasons or examples for 2-4. |
| 1. | 08-31-11 (Wednesday) |
1.1 | 1.1: 3, 27, 31, 32 (write explanatory paragraphs), 38, 46, 53 (explain) |
Style
Homework papers should be neat,
organized, and clearly presented. Prose explanations
of your work should be regularly included and the answers to
application problems should always be interpreted in terms of
the original question using complete English sentences. The
explanation is the most important part of any solution. Papers
with multiple pages should be stapled.
There should be no need for arrows on the page directing the reader's attention from one section to another. Rather, problems should be logically laid out with appropriate connecting prose and sufficient space so that they are easily readable. Papers not meeting these standards may have the scores reduced or may be returned ungraded at the grader's discretion.
Collaboration
Collaboration on homework is expected
and encouraged. Students having difficulty will find answers
to some of their questions by working in a group and better students
will have the concepts solidified by explaining them to others.
Make sure, however, that all members of your group participate,
that everyone understands each problem by the time that you are
finished, and that all students write up the problem in their
own words. It is a great disservice when a weaker student is
allowed to be a passive observer to the problem solving process.
You cannot learn mathematics by watching others solve problems
any more than you can learn to swim by watching others do laps.
There will be no reduction in score due to working with others
provided the following guidelines are adhered to:
- All students in the group understand the solution and are not merely copying solutions. Every solution should be in that student's own words.
- All collaboration is credited. This will generally take the form of a note at the end of a solution like the solutions was compared with that of John Martin for verification or this solution was developed in collaboration with Jane Smith and Samantha Jones.
- If you did the assignment on your own, include a note saying so.
Comments about the content of this page should be sent to: Ray Rosentrater rosentr "at" westmont.edu