Mathematics 216

Carrousel 2: Itinerary 8
Introduction
This document is a tool designed to help give teachers a clear description of what should be
covered in Itinerary 8 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 8

This itinerary covers Objective 3.4: To solve problems involving circles. In elementary school,
students learned how to find the relationship between the diameter of a circle and its
circumference. In secondary 2, they will analyze a circle to discover its main elements and
properties (See Appendix for axioms.) that make it possible to solve problems. Proportional
reasoning, a theme of the 216 program, is citical in this topic as well. It is important to
refer to the MEQ Curriculum document for more details on the objectives of the
program (pp 34 - 35).

Time: 8% of the year.

Comments:
1. The introductory activity (pp 102 - 104) is crucial in establishing the students’
understanding of the circle. These activities can be done in teams or as a class with
teacher participation.

2. Note the distinction made between the disc and the circle on page 277 in the Teacher’s
Guide.

3. The term ‘sufficient data’ needed to construct a circle could include: three points, the
centre and the radius, a triangle or regular polygon to be inscribed, the circumference
and the centre, etc. The measures of a central angle and an arc could be considered
examples of ‘sufficient data’ to calculate the circumference or the radius.

4. Formulas should not be given on exams at any level.

5. Recall the suggestion from the planning guide for Itinerary 4 that ”Activities such as
the following are important and should be spread throughout the year:
1) Activity 3a, A Little Test, p. 178
2) Activity 4a, b, c, Algebraic Translation, p. 179
3) Activity 1a-n, pp. 181-183
4) Mental Pit Stop
5) A Mixed Bag
6) Marketplace.

6. 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: sb-.gould.carolyn@prologue.qc.ca.
This document has been prepared by Françoise Boulanger and Carolyn Gould, Resource Persons for MAPCO.
 Mathematics 216: Carrousel 2: Itinerary 8
Topic Time Priority 1 Optional Omit
Class Homework

1. The Circle 2% √ Situation Question: k

(pp. 102-113)
Questions a - j Conference Room:
m, r
Conference Room: l, n-q
Workout: 1, 8, 10-
Questions: s-z (y & z for 14, 21-30, 34-36, 42-
sure) 44

Workout: 1-4 (1/2 of

each), 5-7, 9, 15-20, 31-
33, 37-41

2. Perimeter or 1.25% √ Activity Conference Room

Circumference of
a Circle Workout: 2, 5-10 (1/2 Workout: 1, 3, 4, 13,
(pp. 114-121) of these questions), 11, 14, 17, 31, 33
12, 15, 16, 32
Club Math

3. Relation between 1% √ Activity (Note: i & j Conference Room

the Central Angle require careful
and Arc discussion) Workout: 20-29
(pp. 122-129)
Workout: 1-19 Club Math

4. Area of a Square 1% Activity Conference Room:

and Square Root p, q
(pp. 130-136) Conference Room: j-o
Market Place
Workout: 1-12 (1/2 of
these), 13, 14 Workout: 15-20

Club Math

5. Area of a Disc 1% Situation (Method 1 or Conference Room

(pp. 137-144) Method 2)
Market Place
Workout: 1-3 (1/2 of
these questions), 4-11, Workout: 12, 13, 21-
14-20 28

Club Math

6. Area of a Sector 1.25% Situation Conference Room

(pp. 144-153)
Workout: 1-8, 11, 13 Workout: 9, 10, 14,
15

Club Math

Flash Problem

7. Passport 0.5%
(pp. 154-156)

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