Mathematics 216 Carrousel 2: Itinerary 1

Introduction This document is a tool designed to help give teachers a clear description of what should be covered in Itinerary 1 of the Mathematics Carrousel 2 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 Itinerary 1 This itinerary covers Objective 1.1: To translate one representation of a situation into another. Students will be able to transfer from one mode of representation into another in order to give a global picture of a situation. It is important to refer to the MEQ Curriculum document for more details on the objectives of the program (pp. 16-17). Time 7% of the year. Comments 1. Note the limitations in transferring form one mode of representation to another as shown by the shading in the diagram on page 16 of the MEQ Curriculum document. For example, at the 216 level, transferring from a table of values to a graph is not a 216 objective. Therefore, be selective when assigning questions from the text, particularly for students having difficulty. 2. Students should be encouraged to note that each mode presents a different perspective of a situation. For example, a table of values reveals a pattern, a graph allows us to make predictions, and a formula/equation can be used to determine an exact answer. 3. Many of the questions in Workout 1 (5-27) are review and a preparation for the geometry objectives in the program. You may choose to spread these out over the next few months rather than to get bogged down at the beginning of the year. Also a pretest to determine prior knowledge of the Cartesian plane would establish the teaching time needed. 4. The interpretation of graphs or the representation of a situation with a graph should be done globally, i.e. the axes can have no scale (eg. p. 26 in text). The situations given are often too numerical. Other sources for this approach include questions from the June 216 Implementation Session binder and Relating to Graphs in Introductory Algebra in the September 1994 issue of the Mathematics Teacher. 5. The questions from Mental Pit Stop and Marketplace could be divided up and used as daily 5-minute class warm-ups. Mental math questions should be done orally to develop students’ communication (listening) skills. During the first month, questions may be read twice. After that, repetition should not occur. 6. Test questions in the Teacher's Guide should be edited to reflect what is pertinent to the objectives of the program and thus what is valued. Feedback Please send any comments or suggested changes regarding this document to Carolyn Gould at tel: 450-672-4010, extension 4705; fax: 450-465-8809; This document has been prepared by Carolyn Gould, Resource Person for MAPCO. It can be found on the MAPCO or e-mail: sb-.gould.carolyn@prologue.qc.ca.
website: www.qesn.meq.gouv.qc.ca/mapco/

Mathematics 216: Carrousel 2: Itinerary 1
Topic Class 1. Locating Points on a Surface (pp. 8 - 20) 0.5% Time Homework Priority 1 Activity: b-j* Mental Pit Stop** Market Place** Workout: 1-4 2. Graphing a Situation (pp. 21 - 31) 3.5% Activity: 1-3****(*) (The Activity could be replaced with Workout #6.) Workout: 5b, 6-11, 13-18***** 3. Graphing a Situation (pp. 32 - 42) 2.5% Situation 1*, 2**** Workout: 1-4, 7a, 8, 1216 Workout: 5, 6, 7b, 911, 17-20 Club Math 3 Activity: 4-7****(*) Workout: 1-5, 12 Club Math 2 Optional Activity: a Workout: 5-27*** Club Math 1 Omit Activity: k-q

4.

Table of Values and Rule (pp. 42 - 48)

Workout: 5a See Comment 6.

Much of this section is either a review of Math 116 or is not a 216 objective.

5.

Passport (pp. 49 - 52)

0.5%

* ** ***

Vocabulary (eg. quadrant) should not be emphasized in classes where students are struggling. See Comment 5. From now on it will be assumed that the Mental Pit Stop and Marketplace are Priority 1. These sections will not be listed in the column. See Comment 3. Make judicious choices when covering these questions.

**** See Comment 1. ***** Also, some questions could be reworded to better achieve the objectives, eg. 6. Did he save the same amount each month?

This document has been prepared by Carolyn Gould, Resource Person for MAPCO. It can be found on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/