Mathematics 416 Carrousel 416: Chapter 1

Introduction This document is a tool designed to help give teachers a clear description of what should be covered in Chapter 1 of the Carrousel 4 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 materiel which is covered. Further information about the material is found in the Teacher's Guide. Objectives Covered in Chapter 1 This Chapter covers Objective 1.1: To analyze variations using different modes of representation. Students will be able to use different modes of representation to analyze a situation and thereby differentiate between families of functions. They will build on their foundation from Secondary 3 where they studied variations which were linear (direct and partial) and explored inverse variation as well as second degree direct variation. In this chapter, they will study situations where the relationship between variables is expressed by exponential or step functions. It is important to refer to the MEQ Curriculum document for more details on the objectives of the program (pp. 16 - 17). Time 17% of the year. Comments 1. Since the beginning of secondary school, students have been exposed to the basic idea that two quantities are related to each other in a relationship of dependence. In Mathematics 416, functions are not studied from a theoretical point of view, nor do we expect the use of formal notation. The MEQ Curriculum document indicates that “Students should use functions to create models of familiar situations.” 2. 3. It is advisable to use graphing calculators to enable students to explore more readily the relationships between variables. Through exploration activities, students will learn to differentiate between the different families of functions intuitively. The aim of exploring various families of situations is to understand the interaction of the variables, not to memorize a table of properties. (eg. p 19 and p 20, #5, instruction 3 which should read “Describe the relation.” rather than “Identify the type of relation.) Topic 1 reviews notions covered in Secondary 2 and 3. Students review the four modes of representation previously explored and note that each mode highlights a different aspect of the relationship and permits a broader vision of the situation. 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.

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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: sb-.gould.carolyn@prologue.qc.ca.
This document has been prepared by Françoise Boulanger and Carolyn Gould, Resource Persons for MAPCO.

Mathematics 416 Carrousel 4: Chapter 1
Topic Class Topic 1 Relations 5%* Time Homework √ Direction Variation pp. 2-5 Partial Variation pp. 6-8 Investment 1: #13, 5 Inverse Variation: pp. 11-12 Investment 2: #1-4 Second Degree Variation pp. 15-16 Investment 3: #1, 2 Think Tank p. 18, a, b Workout: 1 - 6, 7 (class discussion of suitable values for table), 8-10, 11a, b, c, 12 Pop Quiz 1 Topic 2 Step Variations 5% √ Discrete Interval Variation p. 26 Investment 4: 1-4 Comparing Step Variation pp. 30-31 Investment 5: 1-3 Think Tank p. 32 Workout 2: 1, 2, 3 (class discussion), 4-6, 8-14 Pop Quiz 2 Investment 4: #5 Think Tank p. 30 Investment 5: #4, 5 Workout 2: 7, 1520 Investment 1: 4 Think Tank p. 10 Investment 2: #5 Think Tank p. 14 Investment 3: #3, 4 Think Tank p. 18, c Workout: 11 d, 13 Priority 1 Optional Omit

*Comment: As this topic is review, expect the students to be more autonomous. Less time may be required to cover this section. **Although the use of a graphics calculator may enhance the presentation of certain topics (eg. j, p. 4), any compulsory topics may be covered in another manner. See Teacher’s Guide pp. 1.13-1.14.
This document has been prepared by Françoise Boulanger and Carolyn Gould, Resource Persons for MAPCO.

Mathematics 416 Carrousel 4: Chapter 1
Topic Class Topic 3 Exponential Variations 7% Time Homework √ Steeply-curved Investment 8: #4, Think Tank Variations pp. 42-46 6 p. 50 Investment 6: 1-7 Workout 3: 12, 13, 14, 15, 21, 23, 24, Integer Exponents 25, 26, 27c, 29, 32, Rational Exponents, 33, 36, 37, 38 Investment 7 Think Tank p. 56 (class discussion on the existence of terms involving rational exponents on the curve and their relative magnitudes ) Comparison of Exponential Variation pp. 56-57 Investment 8: #13, 5 Think Tank p. 59 Workout 3: #1-11 (choose according to the students’ needs), 16-20, 22, 27 (omit c), 28, 30, 31, 34, 35 (to maintain motivation, spread these questions out over a period of time) Pop Quiz Priority 1 Optional Omit

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