Mathematics 314

Carrousel 3: Itinerary 7
(Revised March 1999)

Introduction
This document is a tool designed to help give teachers a clear description of what should be
covered in Itinerary 7 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 7

This itinerary covers Objective 2.1: To solve problems involving isometries or dilatations.
Although students will begin by constructing composite transformations, the focus should
be on the acquisition of the properties of the composite transformations so that eventually
they can make use of the properties to justify certain statements.
It is important to refer to the MEQ Curriculum document for more details on the
objectives of the program (pp. 26 - 27).

Time 13% of the year.

Comments
1. It is important to note that a transformation is not a movement of points but an
association of points.
2. Note that the vocabulary for the section on dilatations should read as follows:
i) ‘dilatation’ instead of ‘similarity transformation’;
ii) ‘scale factor’ instead of ‘ratio of similitude’;
iii) ‘centre of dilatation’ instead of ‘centre of similitude’.
The phrase ‘similarity transformation’ is used generally in English textbooks for what
Carrousel refers to as ‘similitudes’.
3. The questions from the Calculab could be divided up and used as daily 5-minute
class warm-ups.
4. 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 314

Carrousel 3: Itinerary 7

Topic Time Priority 1 Optional Omit

Class Homework

1. Concept of 2% √ Workout: 4, 5, 6, 7, Activities: 1, 2, 3

Transformations 8, 9, 10 (for 436-
(pp. 154 - 163) bound students) Workout: 1-3, 11-
Calculab*** 13

2. Properties of 2% √ Properties: 1-4, 6, 7 Property: 5

Transformations
(pp. 164 - 179) Workout: 1, 2, 3a, Workout: 2, 3c, d,
b, e, f, 4a, b, c, 5, 4d, 7, 8-10, 12-18
6, 11 (class
discussion), 19 Expo-Math
(class discussion)
Curiosities

3. Isometries 2% √ Case Studies Workout: 1-3, 7

(pp. 180 - 190) (1/2 of each), 9
Workout: 1-6,
7 (1/2 of this Solving It
question), 8

4. Composite 2% √ Activity Workout: 17, 18,

Isometries 20-23
(pp. 191 - 204) Workout: 1-4, 5-
12* (see comment), Problems &
13-16, 19 Strategies

5. Dilatations 2% √ Activity** Workout: 9, 10,

(pp. 205 - 213) 13, 17-19
Workout: 1-8, 11
(1/2 of this
question), 12, 14-
16

** on pages 206-
213 similarity
transformation
should read
“dilatations”

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

Carrousel 3: Itinerary 7

Topic Time Priority 1 Optional Omit

Class Homework

6. Similarity 2% √ Activity Conference Room

Transformations
(pp. 214 - 222) Workout: 1-7, 11, Workout: 8, 9, 10,
13, 15 12, 14

My Projects

Logic Central

7. Passport 1%
(pp. 224 - 228)

* The focus of Objective 2.3 is not the construction of the composite transformations but the
identification of the resulting composite. However, select the number and type of examples
needed to review the construction concepts according to your students’ needs.

** “Similarity transformation” should read “dilatation.”

*** See Comment 3.

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