Mathematics 216 Carrousel 2: Itinerary 8

Introduction This document is a tool designed to help give teachers a clear description of what should be covered in Itinerary 8 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 8 This itinerary covers Objective 3.4: To solve problems involving circles. In elementary school, students learned how to find the relationship between the diameter of a circle and its circumference. In secondary 2, they will analyze a circle to discover its main elements and properties (See Appendix for axioms.) that make it possible to solve problems. Proportional reasoning, a theme of the 216 program, is citical in this topic as well. It is important to refer to the MEQ Curriculum document for more details on the objectives of the program (pp 34 - 35). Time: 8% of the year. Comments: 1. The introductory activity (pp 102 - 104) is crucial in establishing the students’ understanding of the circle. These activities can be done in teams or as a class with teacher participation. 2. 3. Note the distinction made between the disc and the circle on page 277 in the Teacher’s Guide. The term ‘sufficient data’ needed to construct a circle could include: three points, the centre and the radius, a triangle or regular polygon to be inscribed, the circumference and the centre, etc. The measures of a central angle and an arc could be considered examples of ‘sufficient data’ to calculate the circumference or the radius. Formulas should not be given on exams at any level. Recall the suggestion from the planning guide for Itinerary 4 that ”Activities such as the following are important and should be spread throughout the year: 1) Activity 3a, A Little Test, p. 178 2) Activity 4a, b, c, Algebraic Translation, p. 179 3) Activity 1a-n, pp. 181-183 4) Mental Pit Stop 5) A Mixed Bag 6) Marketplace. 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.

4. 5.


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

Mathematics 216: Carrousel 2: Itinerary 8
Topic Class 1. The Circle (pp. 102-113) 2% Time Homework Priority 1 Optional Question: k Conference Room: m, r Workout: 1, 8, 1014, 21-30, 34-36, 4244 Omit

√ Situation Questions a - j Conference Room: l, n-q Questions: s-z (y & z for sure) Workout: 1-4 (1/2 of each), 5-7, 9, 15-20, 3133, 37-41


Perimeter or Circumference of a Circle (pp. 114-121)


√ Activity Workout: 2, 5-10 (1/2 of these questions), 11, 12, 15, 16, 32

Conference Room Workout: 1, 3, 4, 13, 14, 17, 31, 33 Club Math


Relation between the Central Angle and Arc (pp. 122-129) Area of a Square and Square Root (pp. 130-136)


√ Activity (Note: i & j require careful discussion) Workout: 1-19

Conference Room Workout: 20-29 Club Math Conference Room: p, q Market Place



Activity Conference Room: j-o Workout: 1-12 (1/2 of these), 13, 14

Workout: 15-20 Club Math


Area of a Disc (pp. 137-144)


Situation (Method 1 or Method 2) Workout: 1-3 (1/2 of these questions), 4-11, 14-20

Conference Room Market Place Workout: 12, 13, 2128 Club Math


Area of a Sector (pp. 144-153)


Situation Workout: 1-8, 11, 13

Conference Room Workout: 9, 10, 14, 15 Club Math Flash Problem


Passport (pp. 154-156)


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