Module 5 Summary

Module 5 Summary

 

Clara Hughes won a bronze medal in speed skating at the 2010 Winter Olympics in Vancouver. While this feat is remarkable for an athlete of any age, Hughes was 37 at the time.

 

More significantly, this is not her only Olympic medal. In fact, as a speed skater and cyclist, Hughes is known as the only person in the history of the Games who has ever won multiple medals in both the Summer and Winter Olympics! She has won gold, silver, and bronze medals in speed skating and double bronze medals in cycling.

While most Olympic athletes compete in only one discipline, many of them train in multiple sports—particularly during the off-season when they are not actively competing. This type of training is known as cross-training, which can help you become stronger, faster, and better conditioned.

For example, a swimmer may cross-train in cycling or badminton. A tennis player may also undertake cross-country running. A basketball or volleyball coach may encourage his or her players to lift weights and maintain a strength-training regimen in the weeks leading up to the beginning of the season. As well, a player on that team may add a running or rowing routine to build stamina. Then during the season, that player can work on developing speed. Combine strength, stamina, and on-court skills and knowledge and you have an athlete who can cope with all situations in a game.

The concept of cross-training can be applied to mathematics. In math, as in other disciplines, it is important to be able to approach problems in a variety of ways. Having several strategies available to you can give you more flexibility in problem solving and can also help you to check your solutions.

In this module you continued your study of linear relations. You studied the different ways that linear relations can be represented—as ordered pairs, tables, graphs, and equations.

You also studied linear relations as expressed in descriptions of situations. You applied your knowledge about domain and range to linear functions. You learned how to interpret the slope and intercepts of a linear function. You learned about the different forms of linear functions including the slope-intercept, slope-point, and general forms. You discovered how each form is unique and what type of information is offered by each one. You then analyzed ways to graph a linear function starting with each form in turn.

You used interactive lessons to develop and reinforce your understanding of these forms.

Throughout this module, you had opportunities to complete several project assignments, such as the creation of a math game, researching linear data related to the Olympic Games, and conducting a Math Lab simulation of a bungee jump. These inquiry activities have reinforced your learning of linear functions.

The Outcomes for Module 5 table summarizes the learning outcomes in this unit. As a review of what you have learned, complete the table by identifying those activities that you undertook to address the corresponding outcomes. An example of what the table could look like can be found in the Unit 1 Summary. Please save a copy of this completed table with your work from this module in your course folder.

In the next unit you will be introduced to function notation, a different way to express the equation of a line. You will continue to work with the different forms of linear functions. You will learn how to approach the writing of a linear equation based on the information that is provided to you.

In the last module of this course you will consider two linear equations at once and learn multiple stategies for solving a system of equations. In the final unit you will learn math in the context of recreational pursuits. You will have a chance to explore the math behind some of your favourite hobbies and pastimes.

Mathematics 10C Learn EveryWare © 2010 Alberta Education