Mathematics 514

Carrousel Mathematics 514: Chapter 3

Introduction
This document is a tool designed to help give teachers a clear description of what should be
covered in Chapter 3 of the Carrousel Mathematics 514 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 Chapter 3

This chapter covers Terminal Objective 3.1: To solve problems using the concept of distance.
Students will re-use their knowledge of geometry acquired in earlier years to solve problems
related to distance now being examined in a larger context. As well, they will solve problems
related to distance using the Cartesian plane.

It is important to refer to the MEQ Curriculum document for more details on the
objectives of the program (pp. 28 - 29).

Time 12% of the year.

Comments

1. Prior Knowledge: Students have built up a system of concepts and relationships about
two- and three-dimensional figures and have examined these figures using isometries
and dilatations. They have studied circles as well. They have also used proportional
reasoning, the ratios in right triangles and the law of sines in oblique triangles to solve
problems. As well, they have studied perimeter, area and volume of figures.

2. As most students are at the end of their formal study of geometry, this course seeks to
consolidate their prior knowledge as well as to add new content by working with the
concept of distance in the Cartesian plane when problem-solving.

3. The calculation of distance should be treated as one element of a problem, not an end in
itself.

4. Note that the theme of the 514 course is decision-making and the need to find a
minimum distance may play a role in this theme.

5. Make sure that students understand where a formula originates so that should they
forget a formula they can go back to basic principles.

6. Justifying statements and reasoning remains an important component of the

programme.

7. Using a graphing calculator may enhance students’ understanding of the concept of

distance and allow for the solution of more complex problems.

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/
Feedback would be greatly appreciated and may be sent to Carolyn at cgould@rsb.qc.ca
 Mathematics 514

Carrousel 5: Chapter 3

Topic Time Priority 1 Optional Omit

Class Homework
1. Distance 1.5% √ Changes in Investment 1: 11,
Between Two Coordinates* 12, 14-16
Points Horizontal or Think Tank p. 155
(pp. 148 - 155) Vertical Line
Segments
Sloping Line** , ***
Investment 1: 1-10,
13, 17

2. Division Point 3.5% √ Division Point of a Investment 2: 7, 9

(pp. 156 - 173) Line Investment 3: 9
Segment**** Think Tank p. 163
Coordinates of the Workout 4: 16, 17,
Point of 19, 20, 22, 23,
Division***** 25, 27, 28, 30,
Investment 2: 1-6, 32, 33
8
Think Tank p. 161
Midpoint of a Line
Segment
Investment 3: 1-8
Workout 4: 1-15,
18, 21, 24, 26,
29, 31
Pop Quiz 4

3. Comparing 1.5% √ Ratios and Investment 4: 4, 8

Distances Differences Think Tank p. 179:
(pp. 174 - 179) Minimizing a c, d
Distance
Geometric Method
Investment 4: 1-3,
5-7
Think Tank p. 179:
a, b

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/
Feedback would be greatly appreciated and may be sent to Carolyn at cgould@rsb.qc.ca
 Mathematics 514

Carrousel 5: Chapter 3

Topic Time Priority 1 Optional Omit

Class Homework
4. Problems 5.5% √ Solving Triangles Investment 5: 10
Related to Calculating Think Tank p. 185
Distance Area****** Investment 6: 5
(p. 180 - 210) Investment 5: 1-9 Think Tank p. 190
Time and Speed 7 Investment 7: 3, 5-
Investment 6: 1-4, 8
6 Think Tank p. 194
Locus of Points Workout 5: 12, 14-
Investment 7: 1, 2, 16, 18, 20-22,
4 26-28, 30-34
Workout 5: 1-11,
13, 17, 19, 23-25,
29
Pop Quiz 5

* The term “suffix(es)” on page 3.9 in the Guide should read “subscript(s),” and
“orientated” line segments are more often called “directed” line segments.

** A “sloping” line is called an “oblique” line.

*** Refer to Comment #5.

**** Part B, page 3.26 of the Guide, should read “... dividing a line segment in the ratio 2:3 is
located at 25 the length ...”

***** Part C, page 3.30 of the Guide, should show the fraction line for each coordinate being
bx +ax
complete, eg. 1a +b 2 .

****** Part a, page 3.66 of the Guide, should read “ ... into triangles and rectangles.”

******* Part b 2), page 185 in the student text, should read “In 5 min?”

******** Part f, page 186 in the student text, should read “At a speed of 7.5 km/s ...”

********* Number 27a, page 3.101 in the Guide should read “disk.”

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/
Feedback would be greatly appreciated and may be sent to Carolyn at cgould@rsb.qc.ca