Mathematics 514

Carrousel Mathematics 514: Chapter 1

Introduction
This document is a tool designed to help give teachers a clear description of what should be
covered in Chapter 1 of the Carrousel Mathematics 514 textbook. The textbook offers more
material than can be covered in most regular classes. However, this summary should be seen as
a guide only; the amount of time available as well as the students' interests and capabilities will
determine the material which is covered. Further information about the material is found in the
Teacher's Guide.

Objectives Covered in Chapter 1

This chapter covers Terminal Objective 1.2: To solve problems using a system of linear
inequalities. The students will learn to determine the values of the decision variables that
maximize (or minimize) a function subject to a set of constraints. They will also learn to use linear
programming to construct a model that will facilitate decision-making.

It is important to refer to the MEQ Curriculum document for more details on the objectives
of the program (pp. 18 - 19).

Time 28% of the year.

Comments
1. Note that this is the students’ first introduction to algebraic inequalities. Do not attempt to
redo all that was in the old 216, 314 and 416 courses. Rather, teach what is needed to be
able to solve the problems involving the use of linear inequalities to make decisions.

2. The 514 course covers only inequalities of the first-degree.

3. Prior knowledge: At all previous levels, students have transformed from one mode of
representation to another. In Math 416 (and 436) students learned to represent a situation
using a system of linear equations and to solve a system using a table of values, or a
graphical or algebraic method. Since the majority of situations encountered involved
situations which could be represented in the form y = ax + b, the algebraic method used
most frequently was comparison.

4. As students often have difficulty translating phrases such as “at least” with the appropriate
symbols (<, >, ≤, ≥), they should be encouraged to test their inequalities using numbers.

5. Extend problems by changing one or more of the constraints (what if?) so that students
understand the impact of the constraints on finding an optimum solution.

6. Explore problems with multiple optimum solutions as well as those with discrete solutions.

7. Using a graphing calculator can enhance students’ understanding of this topic.

This document has been prepared by Carolyn Gould, Resource Person for MAPCO.
It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/
Feedback would be greatly appreciated and may be sent to Carolyn at c_gould@rsb.qc.ca
 Mathematics 514

Carrousel 514: Chapter 1

Topic Time Priority 1 Optional Omit

Class Homework
1. Inequalities* 5% Introducing Think Tank p. 6
(pp. 2 - 19) Inequalities Investment 2: 10,
Representing 12
Inequalities Think Tank p. 11
Investment 1: #1-9 Investment 3: 9
Rules for Think Tank p. 19
Transforming
Inequalities
Linear Inequalities
in One Variable
Investment 2: 1-9,
11
Linear Inequalities
in Two Variables
Investment 3: 1-8

2. Systems of 8% √ System of Investment 4: 9

Inequalities Equations Think Tank p. 25 c,
Systems of d
Inequalities Investment 5: 2c,
Investment 4: 1-8 5, 6c
Think Tank p. 25 a, Think Tank p. 30
b Workout 1: 9, 12,
Polygon of 13, 20-24, 28, 31
Constraints
Investment 5: 1,
2a, b, d, 3 , 4,
6a, b, 7, 8
Workout 1: 1-8, 10,
11, 14-19, 25-27,
29, 30
Pop Quiz 1

3. Target 3% Optimum Solutions Investment 6: 1c,

Objectives Investment 6: 1a, 6
b, 2-5 Investment 7: 6, 7
Think Tank p. 45 Think Tank p. 49
Function Rule
Investment 7: 1-5

This document has been prepared by Carolyn Gould, Resource Person for MAPCO.
It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/
Feedback would be greatly appreciated and may be sent to Carolyn at c_gould@rsb.qc.ca
 Mathematics 514

Carrousel 514: Chapter 1

Topic Time Priority 1 Optional Omit

Class Homework

4. Decision 12% The Scanning Line Investment 8: 5, 6

Making Investment 8: 1-4 Think Tank p. 57
Optimization Investment 9: 4, 6,
Problems 9
Investment 9: 1-3, Workout 2: 10, 11,
5, 7, 8 13-15, 17, 19
Workout 2: 1-9, 12,
16, 18

* As this section constitutes the students’ first introduction to inequalities, the work should be
covered in class time with ample discussion to clarify concepts and vocabulary and to make links
with the work they have done with equations.

This document has been prepared by Carolyn Gould, Resource Person for MAPCO.
It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/
Feedback would be greatly appreciated and may be sent to Carolyn at c_gould@rsb.qc.ca