# Mathematics 216 Carrousel 2: Itinerary 3

Introduction This document is a tool designed to help give teachers a clear description of what should be covered in Itinerary 3 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 3 This itinerary covers Objective 3.1: To solve problems that involve enlarging or reducing a figure. They must accurately construct the image of a figure under a given dilatation, using geometric instruments,. Through exploration they will learn about the scale factor and the centre of dilatation as well as the properties of dilatations. Construction activities will also help them to develop their understanding of similar figures. It is important to refer to the MEQ Curriculum document for more details on the objectives of the program (pp. 28-29). Time 8% of the year. Comments 1. The terminology in the textbook should read as follows: i) ‘dilatation’ instead of ‘similarity transformation’; ii) ‘scale factor’ instead of ‘ratio of similitude’; iii) ‘centre of dilatation’ instead of ‘centre of similitude’. 2. The questions from the Mental Pit Stop and Marketplace could be divided up and used as daily 5-minute class warm-ups. 3. The constuctions should be done on blank paper using a ruler, compass, set square or protractor. Neatness and accuracy should be required. 4. The prerequisite skills required for this itinerary (drawing parallel lines, ratios, operations on fractions and negative numbers) should be reviewed prior to starting the itinerary. 5. All Travel Logs in this itinerary are top priority. However, their evaluation should centre on their use in problem situations, not on the recitation of the properties. 3. 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: 514-672-4010, extension 4705; fax: 514-465-8809; or e-mail: sb-.gould.carolyn@prologue.qc.ca.

This document has been prepared by Françoise Boulanger and Carolyn Gould, Resource Persons for MAPCO.

Mathematics 216: Carrousel 2: Itinerary 3
Topic Class 1. Dilatations (pp. 112 - 128) 4% Time Homework Priority 1 Activities: (pp. 112, 115) Workout: 1 - 7*, 8a, b, d, 9-19 Optional Workout: 8c, 20 Club Math: 11 Omit Activities: (pp. 113 - 114)

2.

Dilatations and Proportional Situations (pp. 129 - 132) Enlargements and Reductions (pp. 133 - 144)

0.5%

√ Situation Workout: 1, 2a, 3-6

Workout: 7 Club Math: 12

3.

1.5%

√ Various Methods Workout: 1, 2, 4, 8, 10, 11, 13a or b, 14, 18-23, 29

Situation: 5-7, 12, 15-17, 24, 26-28, 3033, Club Math: 13 Workout: 1, 6a or b, 7a, c, 10, 13, 15 Club Math: 14

Workout: 3, 9

4.

Similar Figures (pp. 145 - 154)

1.5%

Situation Conference Room Workout: 2, 3, 4, 5, 6a or b, 7b, d, 8, 9, 11, 12, 14, 16

Flash Problem

5.

Scale Drawings (pp. 1555 - 159)

0%

Situation Workout Club Math: 15 On the Edge Logic Central

6.

Passport (pp. 163 - 166)

0.5%

Passport: 14

Note: Workout #3 - 6 will require careful teaching and interaction with the class, perhaps using the overhead projector to solicit the “how to” from the students.

This document has been prepared by Françoise Boulanger and Carolyn Gould, Resource Persons for MAPCO.