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. It is advisable to use graphing calculators to enable students to explore more readily the
relationships between variables.

3. 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.)

4. 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.

5. 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:
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 Time Priority 1 Optional Omit

Class Homework

Topic 1 5%* √ Direction Variation Investment 1: 4

Relations pp. 2-5 Think Tank p. 10
Partial Variation
pp. 6-8 Investment 2: #5
Investment 1: #1- Think Tank p. 14
3, 5
Inverse Variation: Investment 3: #3,
pp. 11-12 4
Investment 2: #1-4 Think Tank p. 18, c

Second Degree Workout: 11 d, 13

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 5% √ Discrete Interval Investment 4: #5

Step Variations Variation p. 26 Think Tank p. 30
Investment 4: 1-4
Investment 5: #4,
Comparing Step 5
Variation pp. 30-31
Workout 2: 7, 15-
Investment 5: 1-3 20
Think Tank p. 32
Workout 2: 1, 2, 3
(class discussion),
4-6, 8-14
Pop Quiz 2

*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 Time Priority 1 Optional Omit

Class Homework

Topic 3 7% √ Steeply-curved Investment 8: #4, Think Tank

Exponential Variations pp. 42-46 6 p. 50
Variations
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: #1-
3, 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

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