Mathematics 436

Mathematical Reflections 436: Reflection 3

Introduction
This document is a tool designed to help give teachers a clear description of what should be
covered in Reflection 3 of the Reflections 436 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 Reflection 3

This reflection covers Objective 1.2: To transform an algebraic expression into an equivalent
expression. Reflection 3 covers the portion of Objective 1.2 dealing with factoring, simplifying and
operating on simple rational expressions.

It is important to refer to the MEQ Curriculum document for more details on the objectives
of the program (pp. 18 - 19).

Time ≈7% of the year. 14% is allotted for Objective 1.2 which is covered in Reflections 2 and 3.
Note that Volume 1 of Reflections 436 covers only 33% of the course content. Therefore, it
should be completed by approximately the end of November.

Comments

1. Prior Knowledge

In Secondary I students performed the four operations on rational numbers.

In Secondary II students performed operations on expressions in order to be able to solve

first degree equations which could be simplified to the form ax + b = cx + d and then solved.

In Secondary III students have performed operations on polynomials (addition and

subtraction, multiplication of a polynomial by a monomial and a binomial by a binomial, and
division of a polynomial by a monomial). They have also performed operations on
expressions containing positive integral exponents.

2. The use of algebra tiles is encouraged to introduce factoring as it makes connections with
the prior experiences of the students. The rectangular model for multiplication (where the
area represents the product and the dimensions, the factors of the product) has been used
throughout elementary and secondary schooling. Factoring is treated as the inverse of
multiplication, i.e. finding the dimensions given an expression which can be represented by
a rectangle.

3. Although the determination of the zeros of a polynomial is part of Objective 1.3, the authors
have chosen to “preview” the topic in this Reflection when they introduce the solving of
quadratic equations.

4. The concepts covered in this Reflection could be reinforced throughout the rest of the year
in “warm-up” exercises at the start of class.
This document has been prepared by Carolyn Gould, Resource Person for MAPCO.
It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/
 Mathematics 436

Mathematical Reflections 436: Reflection 3

5. Be judicious in choosing what questions should be covered in class or group discussion vs

what can be assigned for homework.

6. Note:

As the students taking Math 436 generally constitute the top 35 - 40% of the school’s
population, they should be expected to work more autonomously on assignments in
order to cover the course content. Optional topics could be assigned for independent
study.

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 Carolyn Gould, Resource Person for MAPCO.
It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/
 Mathematics 436

Mathematical Reflections 436: Reflection 3

Topic Time Priority 1 Optional Omit

Class Homework

1. Factors of a 0.5% √ Concept of a Factor Think Tank p. 172c

Polynomial Factors and Zeros
(pp. 168 - 172) Investment 1: 1-7
Think Tank p. 172
a, b

2. Removing the 1% √ The Common Factor The Common Factor

Common Factor Investment 2: 1-9, Investment 2: 10-
(pp. 172 - 180) 10-11 (1/2 of 11 (1/2 of each),
each), 12, 14a, b 13, 14c-f, 15, 16
Think Tank p. 176 Investment 3: 4
Factoring by (1/2 of these), 5,
Grouping 8, 9b, d, 10, 11,
Investment 3: 1-3, 13, 14
4 (1/2 of these), 6, Think Tank p. 180
7, 9a, c, 12

3. Difference of 1% √ Conjugates Investment 4: 2b-

Squares Investment 4: 1, d, 10, 11b, c, 12c,
(pp. 180 - 189) 2a, 3-9, 11a, d, e, f, 14b, c, f, 15b,
12a, b, d, 13, 14a, d, f, 16
d, e, 15a, c, e Think Tank p. 183
Think Tank p. 183c a, b
Workout 8: 2a, 3a, Workout 8: 1, 2b-d,
4a, 7a, 8-18, 22, 3b-d, 4b-d, 5, 6,
26, 28 7b-d, 19-21, 23-25,
Pop Quiz 8 27, 29-32

4. Factoring 1% √ Form x 2 + bx + c Investments 5: 5,

Trinomials Investment 5: 1 7, 8b, c
(pp. 190 - 198) (1/2 of the items), Think Tank p. 194
2-4, 6*, 8a, 9, 10 Investment 6: 5-7
Form ax2 + bc + c (1/2 of each), 9
Perfect Squares Think Tank p. 198
Investment 6: 1-4,
5-7 (1/2 of each), 8

This document has been prepared by Carolyn Gould, Resource Person for MAPCO.
It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/
 Mathematics 436

Mathematical Reflections 436: Reflection 3

Topic Time Priority 1 Optional Omit

Class Homework

5. Completing the 1% √ Completing the Investment 7: 1

Square Square (1/2 of the items),
(pp. 198 - 207) Investment 7: 1 4, 5
(1/2 of the items), Think Tank p. 200
2, 3, 6 Workout 9: 1-6,
Workout 9: 7-9, 11, 10, 12, 16, 20-22,
13, 14, 15, 17-19, 24, 25, 28-32
23, 26, 27
Pop Quiz 9

6. Rational 0.5% √ Quotients of Investment 8: 1-2

Expressions Polynomials and 8, (1/2 of
(pp. 208 - 213) Simplifying Rational these), 10, 11, 13-
Expressions 17
Investment 8: 1-2 Think Tank p. 213
(1/2 of these
items), 3-7, 8 (1/2
of these), 9, 12

7. Adding and 1% √ Without a Common Investment 9: 8-

Subtracting Denominator 10, 14-18
Rational With a Common Think Tank p. 219
Expressions Denominator
(pp. 214 - 219) Investment 9: 1-7,
11-13

8. Multiplying 1% √ Multiplication of Investment 10: 4,

and Dividing Rational 6
Rational Expressions Think Tank p. 223
Expressions Division of Rational Workout 10: (1-5
(pp. 219 - 234) Expressions and 7-8) (1/2 of
Investment 10: 1-3, these), 10, 12, 13,
5 17-21, 24-31, 33-36
Workout 10: 1-5 My Projects p. 233
(1/2 of these
items), 6, 7-8 (1/2
of these), 9, 11,
14-16, 22, 23, 32
Pop Quiz 10

* Investment 5 #6 might be done at the same time as the initial tile example (p. 190).
This document has been prepared by Carolyn Gould, Resource Person for MAPCO.
It is available on the MAPCO website: www.qesn.meq.gouv.qc.ca/mapco/