Mathematics 416 Carrousel 416: Chapter 2

Introduction This document is a tool designed to help give teachers a clear description of what should be covered in Chapter 2 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 2 This itinerary covers part of Objective 2.1: To solve problems using the concept of similarity. Chapter 2 covers the concept of isometry, one aspect of similarity where the scale factor is 1. Students will be able to solve problems involving the concepts of similarity and isometry by structuring their solutions and justifying the steps of their reasoning. It is important to refer to the MEQ Curriculum document for more details on the objectives of the program (pp. 22 - 23). Time ≈11% of the year. Itineraries 2 and 5 cover Objective 2.1, which is 20% of the year. Comments 1. The advantage of studying similarity and isometry from a transformational perspective is that it is applicable to both two- and three-dimensional figures. 2. Prior Knowledge: Secondary I: Students explored translations, rotations and reflections using geometry instruments on plain paper. Through exploration, observation and construction students discovered the properties of triangles, quadrilaterals and components of them (eg. altitudes, medians, diagonals, etc.). As well, they worked with area and perimeter of these figures. Secondary II: Students explored dilatations using geometry instruments. As well, they studied the isometric transformations and dilatations as relations (an association of points on the Cartesian plane with a rule of correspondence, given certain restrictions). They also studied regular polygons and the circle. Secondary III: Students studied composite transformations and learned to identify a single transformation which corresponds to a composition of transformation using the reasoning shown on page 81 of the text. As well, they worked on developing different aspects of spatial sense and the area and volume of certain solids including decomposable solids. At all prior levels, the students have been encouraged to justify their reasoning using the properties and axioms that they have studied over the years. These axioms are listed on pages 37 - 39 of the MEQ Curriculum document. Many of these axioms are revisited in the Workout sections of this chapter. As well, the principles related to the Math 416 course are listed on pages 35 - 36. 3. At the 416 level, proofs assigned to the students should be within their capability.

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 Carolyn Gould, Resource Person for MAPCO. It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/

Mathematics 416 Carrousel 4: Chapter 2
Topic Class 1. Isometries on the Plane (pp. 74 - 79) 0.5% Time Homework √ Isometries and Investment 1: 13, 14, 16 Isometric Figures Investment 1: 1-12, Think Tank p. 79b 15 Think Tank p. 79a Orientation and Paths Investment 2: 1-4 One Isometry Among Many Investment 3: 1, 2 Think Tank p. 91a √ Identifying the Composite Investment 4: 1-6, 8-11, 14 Workout 4: 1, 2-4 (1/2 of each), 5-8, 9-10 (1/2 of each), 13, 20-22 Pop Quiz 4 Investment 2: 5 Think Tank p. 82 Priority 1 Optional Omit

2. Identifying Isometries (pp. 80 - 82) 3. Describing Isometries (pp. 83 - 91)

0.5%

0.5%

Investment 3: 3 Think Tank p. 91b

4. Composition of Isometries (pp. 91 - 104)

2.5%

Investment 4: 7, 12, 13 Think Tank p. 97 Workout 4: 2-4 (1/2 of each), 9-10 (1/2 of each), 11, 12, 14-19

5. Toward the Concept of Proof (pp. 105 - 114)

1.5%

√ Definitions Think Tank p. 110 Think Tank p. 114a Investment 5: 110* Properties Investment 6: 18*,** Think Tank p. 114b √ Types of Investment 7: 3, 4, 8-10, 12 Statements Think Tank p. 122 Axioms Propositions Investment 7: 1, 2, 5-7, 11 Theorems

6. The Concept of Proof (pp. 115 - 123)

0.5

This document has been prepared by Carolyn Gould, Resource Person for MAPCO. It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/

Theorems

Mathematics 416 Carrousel 4: Chapter 2
Topic Class 7. Some Demonstrations*** (pp. 124 - 141) 2.5% Time Homework √ Angles**** Investment 8: 1-8, 10 Triangles Investment 9: 1-3 Workout 5*: 1-4 (1/2 of each), 5-11, 13, 14, 18, 20 Pop Quiz 5 √ Basic Theorems Investment 10: 1-7, 10-13 Applications of Isometric Triangles Investment 11: 1-3, 5 Workout 6: 1-10, 13 Pop Quiz 6 Investment 8: 9, 11, 12 Think Tank p. 131 Investment 9: 4 Think Tank p. 134 Workout 5: 1-4 (1/2 of each), 12, 15-17, 19, 21, 22 Priority 1 Optional Omit

8. Isometric Triangles (pp. 142 - 164)

2.5%

Investment 10: 8, 9, 14, 15 Think Tank p. 150 Investment 11: 4, 6 Think Tank p. 153 Workout 6: 11, 12, 14-19 My Projects

* These questions review concepts studied in Math 116, 216, 314. ** 6g, h, i should read “A dilatation” instead of “A similarity transformation”. *** Using an overhead projector can facilitate the study of the demonstrations. students can participate in the development of the proofs. **** This is the students’ introduction to alternate and corresponding angles. In this way,

This document has been prepared by Carolyn Gould, Resource Person for MAPCO. It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/