Mathematics 314

Carrousel 3: Itinerary 4

Introduction
This document is a tool designed to help give teachers a clear description of what
should be covered in Itinerary 4 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 materiel which is covered.
Further information about the material is found in the Teacher's Guide.

Objectives Covered in Itinerary 4

This itinerary covers Objective 1.3: To convert an arithmetic or algebraic expression into
an equivalent expression. Students must be able to perform operations on numerical
and algebraic expressions containing exponents. They must not only find the simplest
expression, but also recognize and give equivalent expressions.
It is important to refer to the MEQ Curriculum document for more details on the
objectives of the program (pp. 20 - 21).

Time 14% of the year.

Comments
1. The benefits derived from using algebra tiles to explore operations on
polynomials cannot be overemphasized.
2. To illustrate the multiplication of two binomials using algebra tiles, you may wish
to use the method presented in the June 1997 Implementation Workshop. The
document is available at the qesn.meq.gouv.qc.ca address on the web.
3. Although the minimum requirements of the programme necessitate the use of
positive exponents only, a discussion of negative exponents should arise naturally
from questions such as (a2 ÷ a8) being equivalent to 1/a6 or a-6 .
4. The questions from the Calculab could be divided up and used as daily 5-minute
class warm-ups.
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: 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 314

Carrousel 3: Itinerary 4

Topic Time Priority 1 Optional Omit

Class Homework

1. Various 2% √ Activities: 1, 2 Conference Room*

Notations
(pp. 220 - 235) Questions Workout: 20-26,
28-30, 33-35
Workout: 1-19, 27,
31, 32, 36

Scientific Notation** Scientific Notation**

Workout: pp. 233 - pp. 230-232
235: 1-7, 12 Workout: 8-11, 13,
14

2. Properties of 2% √ Activities: 1, 2
Exponents
(pp. 236 - 246) Conference Room

Workout: 1-7, 10- Workout: 8, 9, 13,

12, 14-16, 18-20, 17, 21, 37-52
22-33 (do half), 34-
36 Calculab

3. Concept of Questions
Polynomials
(pp. 247 - 248) Conference Room

& 1%

4. Representing √ Activity
Single-Variable
Polynomials
(pp. 248 - 252)

5. Addition of 2% √ Activities: 1, 2
Polynomials
(pp. 252 - 259) Workout: 1-10, 12- Workout: 11, 17-21
16

6. Subtraction of 1.5% √ Activity: 1 Workout: 13 - 14

Polynomials
(pp. 260 - 266) Workout: 1-12 Expo-Math

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

Carrousel 3: Itinerary 4

Topic Time Priority 1 Optional

Class Homework

7. Multiplication 1.5% √ Activites: 1, 2 Workout: 13-15,

of Polynomials 20-22, 24, 25, 28
(pp. 267 - 278) Note re Worksheet
33: The method Solving It
used in the June
97 workshop gives
an alternate
approach.

Workout: 1-12, 16-

19, 23, 26, 27

8. Division of 2% √ Activities: 1, 2 Workout: 7, 9, 10,

Polynomials 12, 17-20
(pp. 279 - 286) Workout: 1-6, 8,
11, 13-16 A Mixed Bag: 12,
17-19
A Mixed Bag: 1-11,
13 (half), 14-16

9. Operations 1.5% √ Activities: 1, 2 Workout: 7-9, 14,

with Several 16-18, 23-28
Variables Workout: 1-6, 10-
(pp. 286 - 297) 13 (half of each), Problems &
15 (half), 19-22 Strategies
(half of each)
My Projects

At Logic Central

10. Passport 0.5%

* Note that the use of negative exponents goes beyond the minimum requirements of the
programme. However, students have encountered negative exponents in using scientific notation
in Math 116.

** Use a pre-test to assess needs and choose accordingly because scientific notation is a review of
Math 116.

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