Introduction
This document is a tool designed to help give teachers a clear description of what should be
covered in Reflection 1 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.
It is important to refer to the MEQ Curriculum document for more details on the objectives
of the program (pp. 16 - 17).
Comments
1. The use of the graphing calculator or computer software is essential if the content of this
chapter is to be covered within the time allotted. The Teacher’s Guide contains a booklet on
the use of the graphing calculator. As well, pertinent use of the graphing calculator for
Reflection 1 is outlined in the guide for that section. As an alternate approach, the concepts
in Reflection 1 can be covered within the short time allotted by following the material “Using
the TI-83 Graphing Calculator to Analyze Functions”, a PEOPT-funded project, which was
distributed at the June Implementation Session and is now available on the MAPCO website.
2) an exploration of the role of parameters and the resulting changes to the graph of the
function
These themes will be studied in further detail in Chapter 4 when the quadratic function is
covered in detail.
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
5. Prior Knowledge
It is important for teachers to be aware of the prior knowledge of their students so that their
understanding of concepts may be developed more effectively. In Secondary II, the students
were introduced to different modes of representation such as words or drawings, tables of
values, graphs or diagrams, algebraic expressions, equations and formulas. This resulted in
the student learning that algebra is an effective problem-solving tool. In Secondary III, the
students discovered the type of dependence characterizing the relationship between certain
variables (direct and partial variation as well as an exploration of situations involving inverse
variation and situations in which one variable is proportional to the square of the other).
They also studied the role of rates of change and initial values in linear relations.
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
Class Homework
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
Mathematics 436
Class Homework
* The mapping diagram is the only mode of representation which is new for the students. The
review of the different modes can be used to introduce the graphing calculator.
** Note the use of logic and set symbols which are presented in some definitions. These are new for
the students and should be explained as needed.
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/