# Mathematics 216 Carrousel 2: Itinerary 5

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

Mathematics 216: Carrousel 2: Itinerary 5
Topic Class 1. Equations (pp. 224-226) Solving Equations (pp. 226-240) 1% Time Homework Priority 1 Optional Omit

2.

3%

Activity: 2a, b* (shaded rectangle) Methods: A, B, C, D, E, (covered in 2b above), F (covered in Activity 2l) Activity: 2 l-r** Workout: #1-5*** Activity 1 Workout: #6-16, and approximately one-half of #17-36 Activity: Be selective. Workout: Do one-half the questions now, and spread one-half throughout the year. Activity: Workout: 2, 3, 6, 7

Activity: 1

emphasis on equality vs. equation pp. 232-236

i 3. Equivalent Equations (pp. 240-250) From Problems to Equations (pp. 251-264) 3%

√(can be done intuitively) √

one-half of #17-36 Club Math #18 Club Math: #19

4.

4%

5.

From Equations to Problems (pp. 265-267) Passport

1.5%

Workout: 1, 4, 5 Club Math: #20

6.

0.5%

Note: *Students should have the opportunity to work out these equations intuitively in small groups. This must be followed by a class discussion in which most of the methods A, B, C, D & E will come up on their own. The teacher should exercise his/her judgement in presenting those methods which did not come up naturally. However, the hiding method (p 230)should be done as it develops number sense and logical reasoning. ** The students should be introduced gradually to the standard techniques for solving equations. Verbalizing the steps before writing them formally can lead to a better understanding. Equations should stem from a context. ***The instruction “show each step of your work” is sometimes nonsensical and should be required only when pertinent.

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