# Math 3308 Conceptual Algebra

## Spring 2005

### Reading assignment

Until spring break, continue to read sections 8.1-8.4 from the Student
Resources Manual (blue book) on functions and their graphs.

### Homework assignments

(Unless otherwise noted, all homework
assignments will be from the "Exercises & More" section at the end of
each chapter.)
*Ch. 4:* 2, 4, 8, 10, 39(using 225 trees).

*Ch. 4:* 26, 28, 30.

*Ch. 4:* 14, 16, 32, 36, 38.

*Ch. 6:* 6, 10, 14, 16, 24.

*Ch. 6:* 12, 32, 36.

*Ch. 6:* 20, 22, 26.

*Activity 7.2* 1, 2, 3, 4, 5.

*Ch. 8* 6, 8, 14, 20.

*Ch. 8* 26, 30, 34, 36.

*Ch. 9* 24, 36, 52, 56.

**Ch. 9** 14, 18, 42, 44, 48, *due Thu. 21 Apr.*

### Activity reports

*Activity 4.4:* This is a **group**
report.

*Activity 6.6:* You may work in **pairs** or **individually**.

Add the following questions:
**6.** Make up your own puzzle (and solve it!).
**7.** (This is the important part.) What are common features of the puzzles
and of the solutions? Pay particular attention to the use of fractions
and the idea of equivalent fractions.

*Activity 7.3:* This is an **individual**
report.

Add the following question:
**4.** How does this work in general? In other words, given an *arbitrary* ratio problem, how do you construct the graph and equation?

*Activity 8.4:*This is an **individual**
report.

In the second part of the activity ("Identifying Graphs of
Functions"), only do part (a) for each of the four questions.
I am not adding any additional question at the end of this
activity. But be sure that your "introduction" and "approaches"
sections talk about common ideas in all the problems.

**Activity 9.13:**This is an **individual**
report. *Due Thu. 28 Apr.*

This is largely a rephrasing of Activity 9.13. Start by doing the
activities suggested there. Your report should answer the following
question:
In the setup of Activity 9.13, where [triangle] *ABC* is allowed to be
**any** triangle (not just the one shown in the book) and *P* is
allowed to be any point inside or outside the triangle (in other
words, anywhere except **on** the triangle itself), what can you say
about [triangle] *DEF*?
As described in the activity report guidelines, explain why [triangle]
*DEF* has these features, ideally with a careful proof, but, if you do
not have a proof, then with numerous and carefully chosen examples
that support your claim.

When you discuss your "approaches" in your report, do not explain
how you built [triangle] *DEF* each time -- this is fairly routine.
Instead focus on how you arrived at your solutions -- how you
discovered [triangle] *DEF* has all the features you describe, and, if
you do carefully prove that [triangle] *DEF* has all these features,
how you figured out that proof.