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# Mathematics 314

Carrousel 3: Itinerary 1

Introduction
This document is a tool designed to help give teachers a clear description of what should be
covered in Itinerary 1 of the Mathematics Carrousel 3 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 1

This itinerary covers Objectives 2.2 and 2.3: To solve problems involving three-dimensional
objects and To solve problems involving solids. Students will be able to perceive three-
dimensional objects and represent and generate them in different ways. It is important to
refer to the MEQ Curriculum document for more details on the objectives of the
program (pp. 28 - 31).

Time 14% of the year (7% for each objective). It is important not to get bogged down in
this itinerary. However, slightly more time can be invested since the abilities
developed in this section prepare students for the other sections in geometry.

1. There are tremendous variations in students’ abilities regarding spatial thinking both
in the manner in which they think and with their comfort level.
2. Spatial thinking is developed within the individual through practice with activities
which involve the manipulation of both objects and ideas.
3. The activity of spatial thinking is manipulating images rather than creating them.
Spatial thinking is dynamic and requires a continual readjusting and manipulating of
images. This results in new images which are manipulated, and the cyclic process
continues.
4. The development of spatial sense is a long-term process. Pages 81 to 103 might be
referred to as “Friday afternoon material” as this section can be done periodically
throughout the year to keep the students thinking spatially. This section can also be
considered remediation for students who need to develop their spatial thinking skills
or recreation for the others.
5. Spatial sense is not easy to evaluate. Methods besides standard pencil-and-paper tests
should be used. 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.
6. The questions from the Calculab could be divided up and used as daily 5-minute class
warm-ups (mental math).

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 314

Carrousel 3: Itinerary 1

Class Homework

## 1. Three- 4% √ Activities 1, 2 a-j* Activity 2 k-p,

Dimensional 3, 5, 6** 4, 7**
Objects
(pp. 9 - 33) Calculab***

## 2. Solids 8% √ Activities 1, 2 Activity 4 e-g

(pp. 34 - 81) (cover quickly), Activity 6 n-p,
Activity 3**** s-u
Activity 4 a-d Activity 7 g-y
Activity 5 Activity 8 j-p
Activity 9 k-m,
Activity 6 a-m, q, r, p, q
v, w Activity 10 j-r
Activity 7 a-f Activity 13
Activity 8 a-i Activity 14 b-g,
Activity 9 a-j, n, o i, k-p
Activity 10 a-i
Activity 11
Activity 12
(consolidates this
section)
Activity 14 a, h, j

## 3. Metric 1% √ Activities 1, 2, 4 Activity 3

Relationships
in Solids***** Solving It
(pp. 81 - 84)

4. Visualization Activities 1 - 13
Plus*****
(pp. 85 - 93) Problems &
Strategies

5. Orientation***** Activities 1 - 8
(pp. 94 - 98)

This document has been prepared by Françoise Boulanger and Carolyn Gould, Resource Persons for MAPCO.
Mathematics 314

Carrousel 3: Itinerary 1

## Topic Time Priority 1 Optional Omit

Class Homework

6. Transforming Activities 1 - 3
Solids*****
(pp. 98 - 103) My Projects

At Logic Central

Logic AL

7. Passport 1%
(pp. 105 - 108)

## * Use manipulatives (preferably interlocking cubes).

** The purpose of Activities 5, 6 and 7 is for students to develop some tools to represent 3-D
objects in 2-D. Activity 5 can be limited to using graph paper and Activity 6 to using dot
paper. In Activity 7 linear perspective should be discussed. It may be taught in art class.

## *** See Comment 6.

**** Supplement this activity with some work with Platonic solids.

## ***** See Comment 4.

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