Mathematics 216
Carrousel 2: Itinerary 3
Introduction
This document is a tool designed to help give teachers a clear description of what
should be covered in Itinerary 3 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 3
This itinerary covers Objective 3.1: To solve problems that involve enlarging or
reducing a figure. They must accurately construct the image of a figure under a given
dilatation, using geometric instruments,. Through exploration they will learn about
the scale factor and the centre of dilatation as well as the properties of dilatations.
Construction activities will also help them to develop their understanding of similar
figures.
It is important to refer to the MEQ Curriculum document for more details on the
objectives of the program (pp. 28-29).
Time 8% of the year.
Comments
1. The terminology in the textbook should read as follows:
i) ‘dilatation’ instead of ‘similarity transformation’;
ii) ‘scale factor’ instead of ‘ratio of similitude’;
iii) ‘centre of dilatation’ instead of ‘centre of similitude’.
2. The questions from the Mental Pit Stop and Marketplace could be divided up
and used as daily 5-minute class warm-ups.
3. The constuctions should be done on blank paper using a ruler, compass, set
square or protractor. Neatness and accuracy should be required.
4. The prerequisite skills required for this itinerary (drawing parallel lines, ratios,
operations on fractions and negative numbers) should be reviewed prior to
starting the itinerary.
5. All Travel Logs in this itinerary are top priority. However, their evaluation should
centre on their use in problem situations, not on the recitation of the properties.
3. 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.
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: [email protected].
This document has been prepared by Françoise Boulanger and Carolyn Gould, Resource Persons for MAPCO.
Mathematics 216: Carrousel 2: Itinerary 3
Topic Time Priority 1 Optional Omit
Class Homework
1. Dilatations 4% Activities: (pp. 112, 115) Workout: 8c, 20 Activities: (pp. 113
(pp. 112 - 128) - 114)
Workout: 1 - 7*, 8a, b, Club Math: 11
d, 9-19
2. Dilatations and 0.5% √ Situation Workout: 7
Proportional
Situations Workout: 1, 2a, 3-6 Club Math: 12
(pp. 129 - 132)
3. Enlargements and 1.5% √ Various Methods Situation: 5-7, 12, Workout: 3, 9
Reductions 15-17, 24, 26-28, 30-
(pp. 133 - 144) Workout: 1, 2, 4, 8, 10, 33,
11, 13a or b, 14, 18-23,
29 Club Math: 13
4. Similar Figures 1.5% Situation Workout: 1, 6a or b,
(pp. 145 - 154) 7a, c, 10, 13, 15
Conference Room
Club Math: 14
Workout: 2, 3, 4, 5, 6a
or b, 7b, d, 8, 9, 11, 12, Flash Problem
14, 16
5. Scale Drawings 0% Situation
(pp. 1555 - 159)
Workout
Club Math: 15
On the Edge
Logic Central
6. Passport 0.5% Passport: 14
(pp. 163 - 166)
Note: Workout #3 - 6 will require careful teaching and interaction with the class, perhaps using the overhead
projector to solicit the “how to” from the students.
This document has been prepared by Françoise Boulanger and Carolyn Gould, Resource Persons for MAPCO.
