Mathematics 436

Mathematical Reflections 436: Reflection 4

Introduction
This document is a tool designed to help give teachers a clear description of what should be
covered in Reflection 4 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 4

This reflection covers Objective 1.3: To analyze polynomial functions of a degree less than three.
Students will be able to analyze real polynomial functions, focusing on the relationships between
the various forms of the rule of correspondence of a function and the equivalent Cartesian
coordinate graph. Building on their study in Reflection 1, they will continue to associate certain
changes in the parameters of the rule of correspondence of a function with changes in the
equivalent Cartesian coordinate graph They will also study formulas for finding the zero(s) of
polynomial functions and their extremes if any. They will learn to analyze polynomial functions in
depth.

It is important to refer to the MEQ Curriculum document for more details on the objectives
of the program (pp. 20 - 21).

Time 14% of the year.

Comments
1. This chapter continues the focus on different modes of representation begun in Secondary
2. It also builds on the properties of functions and the role of parameters studied in
Reflection 1.

2. 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. It will be especially useful in determining
the coordinates of important points on the graph as well as in the exploration and study of
the sum, difference and product of polynomial functions of degree 0, 1 or 2.

3. It is important to be accurate in defining the transformations that occur when changes are
made to the parameters of the functions, as this understanding of the effects of changes to
the various parameters will be used in their future studies in Mathematics.
(Eg. see pp. 4.14 - 4.15 in the Teacher’s Guide)

4. Be judicious in choosing which questions should be covered in class or group discussion vs.
what can be assigned for homework.

5. 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.
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 4

Topic Time Priority 1 Optional Omit

Class Homework
1. Polynomial 1% √ Various Polynomial Investment 1: 3, 9
Functions Functions Think Tank p. 242
(pp. 236 - 242) Types of Graphs
Basic and
Transformed
Polynomial
Functions
Investment 1: 1, 2,
4-8

2. Constant 1% √ The Basic Constant Investment 2: 7

Functions Function* Think Tank p. 248:
(pp. 242 - 248) Transformed c
Constant Functions
Vertical Lines
Investment 2: 1-6
Think Tank p. 248:
a, b

3. Linear 2.5% √ The Basic Linear Investment 3: 8,

Functions Function 11, 12, 13
(pp. 249 - 273) Transformed Linear Think Tank p. 259
Functions Investment 4: 4, 6-
Investment 3: 1-7, 8
9, 10 Think Tank p. 262
Linear Function vs. Workout 11: 12,
Equation 14-17, 20, 22-26,
Investment 4: 1-3, 29, 30
5
Workout 11: 1-11,
13, 18, 19, 21, 27,
28
Pop Quiz 11 p. 273

4. Quadratic 4% √ The Quadratic Investment 5: 8,

Functions Model 14
(pp. 274 - 294) The Basic Quadratic Think Tank p. 286
Function Investment 6: 4, 7,
Transformed 9, 14
Quadratic Functions Think Tank p. 294
Investment 5: 1-7,
9 - 13
The Standard Form
Investment 6: 1-3,
5, 6, 8, 10-13
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 4

Topic Time Priority 1 Optional Omit

Class Homework

5. Properties of 3% √ Domain and Range Think Tank p. 297

the Quadratic Extremes Investment 8: 9,
Function Investment 7: 1-3 10
(pp. 294 - 315) Zeros** Think Tank p. 303:
Investment 8: 1-8 b
Think Tank p. 303: Investment 9: 5-7
a Think Tank p. 305
Interval of Increase Workout 12: 10,
or Decrease, and 17, 18, 21, 22, 25-
Sign* 29, 31, 32, 34, 37,
Investment 9: 1-4 38, 41-43
Workout 12: 1-9,
11-16, 19, 20, 23,
24, 30, 33, 35, 36,
39, 40
Pop Quiz 12

6. The Search for 0.5% √ The Vertex and One Investment 10: 4-
the Rule Point 6, 8, 9
(pp. 316 - 320) The Zeros and One Think Tank p. 320
Point
Investment 10: 1-3,
7

7. Quadratic 1% √ Solving Quadratic Investment 11:***

Equations Equations 2, 3, 5, 9, 11-13
(pp. 321 - 324) Investment 11:*** Think Tank p. 324
1, 4, 6-8, 10

8. Operations on 1% √ Adding or Workout 13: 11,

Functions Subtracting 13, 14, 17, 18, 20,
(pp. 325 - 339) Functions 22-24
Multiplying
Functions
Workout 13: 1-10,
12, 15, 16, 19, 21
Pop Quiz 13

* Students are introduced to set notation and interval notation to describe domain and range.
** The quadratic formula is introduced as a means of determining the zeros of a function. Note
that roots that are not real are not part of the Math 436 curriculum.
*** The solution of many of these quadratic equations could be covered throughout the rest of
the year as “1 per day class starters.”

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/