Mathematics 436

Mathematical Reflections 436: Reflection 1

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.

Objectives Covered in Reflection 1

This reflection covers Objective 1.1: To analyze situations involving functions, using different
modes of representation. Students will be able to use different modes of representation to analyze
situations involving functions in a more formal way. They will learn to state the properties of a
function given its Cartesian coordinate graph. They will also learn to associate certain changes in
the parameters of the rule of correspondence of a function with changes in the equivalent
Cartesian coordinate graph.

It is important to refer to the MEQ Curriculum document for more details on the objectives
of the program (pp. 16 - 17).

Time 5% of the year.

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. There are 2 major themes in this chapter:

1) a study of the properties of functions in general

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.

3. Don’t get bogged down in studying individual functions such as y = x , y = x . Students do

not have to distinguish between these types of functions. They are used to show that the
properties discussed relate to any function.

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 1

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

what can be assigned for homework.

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

Mathematical Reflections 436: Reflection 1

Topic Time Priority 1 Optional Omit

Class Homework

1. Concept of a 0.5% √ Relation vs Investment 1: 6

Function Function Think Tank p. 9
(pp. 2 - 9) A Question of
Dependence
Dependence &
Rules
Function Notation
Investment 1: 1-5

2. Different Types √ Mathematical

of Functions Models
(pp. 10 - 12) Investment 2
Think Tank p. 12

3. Different 0.5% √ Verbal Description* Investment 3

Modes of Graphic Workout: 8, 10-11,
Representation Representation* 13, 16-22, 24
(pp. 13 - 26) Mapping Diagram*
Table of Values*
Rule or Equation*
Think Tank p. 18
Workout 1: 1-7, 9,
12, 14, 15, 23
Pop Quiz 1

4. Properties of 2% √ Domain & Range** Investment 4: 6

Functions Investment 4: 1-5 Investment 5: 6, 7
(pp. 27 - 56) (1/2 of each) Investment 6: 5
Intercepts Think Tank p. 33
Investment 5: 1-3 Think Tank p. 40
(1/2 of each), 4, 5
Think Tank p. 36
Increasing and
Decreasing
Functions***
Investment 6: 1-4

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

Mathematical Reflections 436: Reflection 1

Topic Time Priority 1 Optional Omit

Class Homework

4. Properties of √ Extremes of a Investment 7: 6

Functions Function** Investment 8: 6
(pp. 27 - 56) Investment 7: 1-5 Workout 2: 7, 15-
continued Sign of a Function 17, 19, 21-23
Investment 8: 1-5 Think Tank p. 42
Curve of a Function Think Tank p. 45
& Axis of Symmetry Investment 9: 4, 5
Investment 9: 1-3, Think Tank p. 48
6
Workout 2: 1-6, 8-
14, 18, 20
Pop Quiz 2

5. The Role of 2% √ Transformations of Worksheets 1-6

Parameters in the Plane Think Tank p. 65
a Function Investment 10: 1-6 Investment 11: 5
(pp. 57 - 86) Parameters vs. Think Tank p. 72
Transformations Workout 3: 6, 9-11,
Investment 11: 1-4 13-21, 23, 25
Workout 3: 1-5, 7, Interview With...
8, 12, 22, 24 My Projects
Pop Quiz 3

* 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.

*** Note that this is the students’ introduction to interval notation.

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/