Mathematics 216 Carrousel 2: Itinerary 2

Introduction This document is a tool designed to help give teachers a clear description of what should be covered in Itinerary 2 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 2 This itinerary covers Objective 2.1: To solve problems involving ratios and rates and the “proportions” part of Objective 2.2: To solve problems involving proportions and percentages. Students will be able to give a qualitative as well as quantitative evaluation of the data in problems involving ratios and rates, with the focus on reasoning proportionally. It is important to refer to the MEQ Curriculum document for more details on the objectives of the program (pp. 22-25). Time 13-14% of the year. 8% for Objective 2.1 and approximately one-third of the 17% allotted to Objective 2.2. Comments 1. Proportional reasoning is the cornerstone of the 216 program (eg. ratios and rates, dilatations, circle, probability, percentage, etc.) and the foundation for much of the mathematics they will learn from now on. 2. In the qualitative component, students will learn to determine the appropriateness of a ratio (eg. price per unit or quantity according to unit price) and the effect of a change to the numerator or denominator on the relationship (eg.: If the instructions for using an insecticide call for using 5 mL of the insecticide per L of water, what effect might using 15 mL per L have?) They will also realize that a rate may result in a new relation or concept (eg. speed from the rate of distance to time.) 3. Students should be able to distinguish situations that are proportional from those that are not. 4. Try to emphasize proportional situations (involving more than two ratios) instead of simple proportion problems. 5. Different appropriate problem-solving strategies should be explored (eg.: unit-rate, factor of change, addition factor). Premature emphasis on algorithmic learning (crossproduct or graph) may prevent students from assimilating and correctly applying concepts. 6. The questions from the Mental Pit Stop and Marketplace could be divided up and used as daily 5-minute class warm-ups. 7. Test questions in the Teacher’s Guide should be edited to reflect what is pertinent to the objective 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; or e-mail:
This document has been prepared by Carolyn Gould, Resource Person for MAPCO. It can be found on the MAPCO website:

Mathematics 216: Carrousel 2: Itinerary 2
Topic Class 1. The Concept of Ratios and Rates (pp. 54 - 61) 1.5% Time Homework Priority 1 Optional Workout: 19, 22, 23, 26-31 Club Math 5 Workout (Jogging) 1-18, 20, 21, 24, 25 (#15**, 18**) 2. Comparing Ratios and Rates (pp. 62 - 71) 2.5% √ Situation Questions a-e, i-n Workout: 1-4, 6-9, 11, 12-19, 21, 22, 24, 26, 29, 30 Flash Problem 3. Proportional Situation*** (pp. 72 - 83) 3% √ Situation Questions a-b, e Workout: 1-6, 8-10, 1214, 16-22 4. Proportional Situations and Graphs**** (pp. 84 - 89) Questions: c, d, f Workout: 7, 11, 15, 23-28 Club Math 7 Situation Workout: 1-11 Club Math 5. Proportions (pp. 89 - 93) 1% √ Situation Questions a-e Workout: 4-12 6. Finding a Term in a Proportion (pp. 93 - 107) 4% √ Activity 1 Activity 2 a-f***** Workout: 1-4 (1/2 of each), 5-9, 12, 14, 17, 18, 21, 24, 29, 30-33, 35, 37 Workout: 1-4 (1/2 of each), 10, 11, 13, 15, 16, 19, 20, 22, 23, 2528, 34, 36, 38-40 Club Math 10 On the Edge At Logic Central 7. Passport (pp. 109 - 110) 1% Workout: 1-3, 13-15 Club Math 9 Questions: f-h Workout: 5, 10, 20, 23-25, 27, 28, 31-36 Club Math 6 Omit

√ Situation* Questions a-g

This document has been prepared by Carolyn Gould, Resource Person for MAPCO. It can be found on the MAPCO website:

* ** *** **** *****

The bicycle example is not an easy way to introduce ratios; a baking recipe might be easier to follow. See Comment 2. An example of two ideas associated as a rate producing a new concept (d/t → v). Discuss with students that questions involving money may not be proportional outside certain limits (eg. overtime pay rate, discounts for bulk purchases, etc.). It is not necessary to go to the graph of a proportional situation. This approach can become more an algorithm than a reasoning process. Note the various methods that come naturally to students (Teacher’s Guide p. 241). The graph and cross-product methods are algorithmic and make the least sense to students. Students do not need to master all methods. However, exposure to them can foster the development of proportional reasoning. Constructing a table of proportional values often incorporates all the “natural” methods.

This document has been prepared by Carolyn Gould, Resource Person for MAPCO. It can be found on the MAPCO website: