Math at Work 10 Pacing Guide - This pacing guide replaces the previous yearly plan. It has been updated to reflect removed outcomes and provide flexibility for responsive instruction.
Math at Work 10 - 12 and related Math 7 - 9 Outcomes *Updated May 2024*
Math at Work 10 Desmos Activity Collection - A collection of online student Desmos activities organized by unit.
M01 - It is intended that this outcome be limited to the base units and the prefixes milli-, centi-, deci-, deca-, hecto- and kilo-.
A01 - This is not an outcome that can be taught in isolation but must be integrated as a foundational concept within each of the units in the course.
M01 Students will be expected to demonstrate an understanding of the International System of Units (SI) by describing the relationships of the units for length, area, volume, capacity, mass, and temperature applying strategies to convert SI units to imperial units [C, CN, ME, V]
(It is intended that this outcome be limited to the base units and the prefixes milli-, centi-, deci-, deca-, hector-, and kilo-.)
M01.01 Explain how the SI system was developed, and explain its relationship to base ten.
M01.02 Identify the base units of measurement in the SI system, and determine the relationship among the related units of each type of measurement.
M01.03 Identify contexts that involve the SI system.
M01.04 Match the prefixes used for SI units of measurement with the powers of ten.
M01.05 Explain, using examples, how and why decimals are used in the SI system.
M01.06 Provide an approximate measurement in SI units for a measurement given in imperial units.
M01.07 Write a given linear measurement expressed in one SI unit in another SI unit.
M01.08 Convert a given measurement from SI to imperial units by using proportional reasoning (including formulas).
M02 Students will be expected to demonstrate an understanding of the imperial system by
describing the relationships of the units for length, area, volume, capacity, mass, and temperature
comparing the American and British imperial units for capacity
applying strategies to convert imperial units to SI units
[C, CN, ME, V]
M02.01 Explain how the imperial system was developed.
M02.02 Identify commonly used units in the imperial system, and determine the relationships among the related units.
M02.03 Identify contexts that involve the imperial system.
M02.04 Explain, using examples, how and why fractions are used in the imperial system.
M02.05 Compare the American and British imperial measurement systems.
M02.06 Provide an approximate measure in imperial units for a measurement given in SI.
M02.07 Write a given linear measurement expressed in one imperial unit in another imperial unit.
M02.08 Convert a given measure from imperial to SI units by using proportional reasoning (including formulas).
M03 Students will be expected to solve and verify problems that involve SI and imperial linear measurements, including decimal and fractional measurements. [CN, ME, PS, V]
(It is intended that the four arithmetic operations on decimals and fractions be integrated into the problems.)
M03.01 Identify a referent for a given common SI or imperial unit of linear measurement.
M03.02 Estimate a linear measurement, using a referent.
M03.03 Measure inside diameters, outside diameters, lengths, widths of various given objects, and distances, using various measuring instruments.
M03.04 Estimate the dimensions of a given regular 3-D object or 2-D shape, using a referent (e.g., the height of the desk is about three rulers long, so the desk is approximately three feet high).
M03.05 Solve a linear measurement problem including perimeter, circumference, and length + width + height (used in shipping and air travel).
M03.06 Determine the operation that should be used to solve a linear measurement problem.
M03.07 Provide an example of a situation in which a fractional linear measurement would be divided by a fraction.
M03.08 Determine, using a variety of strategies, the midpoint of a linear measurement such as length, width, height, depth, diagonal, and diameter of a 3-D object, and explain the strategies.
M03.09 Determine if a solution to a problem that involves linear measurement is reasonable.
M04 Students will be expected to solve problems that involve SI and imperial area measurements of regular, composite, and irregular 2-D shapes and 3-D objects, including decimal and fractional measurements, and verify the solutions. [ME, PS, R, V]
(It is intended that the four arithmetic operations on decimals and fractions be integrated into the problems.)
M04.01 Identify and compare referents for area measurements in SI and imperial units.
M04.02 Estimate an area measurement, using a referent.
M04.03 Identify a situation where a given SI or imperial area unit would be used.
M04.04 Estimate the area of a given regular, composite, or irregular 2-D shape, using an SI square grid and an imperial square grid.
M04.05 Solve a contextual problem that involves the area of a regular, a composite, or an irregular 2-D shape.
M04.06 Write a given area measurement expressed in one SI unit squared in another SI unit squared.
M04.07 Write a given area measurement expressed in one imperial unit squared in another imperial unit squared.
M04.08 Solve a problem, using formulas for determining the areas of regular, composite, and irregular 2-D shapes, including circles.
M04.09 Solve a problem that involves determining the surface area of 3-D objects, including right cylinders and cones.
M04.10 Explain, using examples, the effect of changing the measurement of one or more dimensions on area and perimeter of rectangles.
M04.11 Determine if a solution to a problem that involves an area measurement is reasonable.
A01 Students will be expected to solve problems that require the manipulation and application of formulas related to perimeter, area, the Pythagorean theorem, primary trigonometric ratios, and income. [C, CN, ME, PS, R]
(It is intended that this outcome be integrated throughout the course.)
A01.01 Solve a contextual problem that involves the application of a formula that does not require manipulation.
A01.02 Solve a contextual problem that involves the application of a formula that requires manipulation.
A01.03 Explain and verify why different forms of the same formula are equivalent.
A01.04 Describe, using examples, how a given formula is used in a trade or an occupation.
A01.05 Create and solve a contextual problem that involves a formula.
A01.06 Identify and correct errors in a solution to a problem that involves a formula.
Additional Resources and Activities for M01, M02 and M03 (Imperial and Metric measurements):
Measurement Esti-Mysteries - A math routine for estimation. An esti-mystery uses an image to invite students to make an estimate. After an initial estimate, clues appear which help students narrow down the possible set of answers and refine their estimates. This collection of esti-mysteries are focused on measurements: Length of a Pencil, Length of a Bank of Lockers, Surface Area of a Box, Weight of a Brick, Weight of a Pumpkin, Weight of Bananas and Capacity of a Vase.
Mail Call! - Measuring a package to determine how much it will cost to mail.
The Art of Deciding, or Would You Drive Under the Overpass - A lovely conversation about clearance. If a sign says that there is clearance of 9' 6" for a car, does that mean if your truck is 9’5″, you could drive underneath? How sure are you about those measurements? All measurements are approximations. A link to a great video showing the dangers of not reading clearance signs. Where have you seen clearance signs around your town? Parking garages, drive-throughs, overpasses... Also an Estimation 180 on clearance height.
Imperial vs Metric System from Orange County Choppers video - A video showing how confusing the imperial system can be and the benefits of the metric system. You might also watch a video about the Gimli Glider to talk about the hazards of mixing imperial and metric system.
The Ruler Game - Use this game to improve your ruler reading skills. After you click on the button that says, "Start New Game," the name of a measurement will appear in the text box labeled, "Click on:." As soon as you see the measurement appear, click on the corresponding measurement on the ruler at the top of the screen. You can turn off the timer if you'd like and change other settings as well.
How to Find Measurements Without Math video from Tom Silva of This Old House - Tom describes two different methods to find half of a measurement on an imperial measuring tape. Ask students how they can be confident that each method works? Why do they work?
Imperial Conversions using a Number String: Teachers lead students through inches/ feet/ yards using a table reflective of proportional reasoning instead of traditional calculations. *Updated Sept 2025*
Desmos Activity: Reading a Ruler - A self-checking activity where students review how to read metric rulers and learn how to use an imperial ruler. *Updated Sept 2025*
Additional Resources and Activities for M04 and A01 (regular, composite, and irregular 2-D shapes and 3-D objects):
File Cabinet - How many post-it notes will it take to completely cover Mr. Stadel's file cabinet?
Exploring Triangle Area with Geoboards Desmos Activity - In this activity, students will use Desmos-powered geoboards to explore triangles and their areas.
Stained Glass Activity from Illustrative Mathematics - The students in Mr. Rivera's art class are designing a stained-glass window to hang in the school entryway. Will they have enough money? Students could create their own stained glass picture as an extension and then calculate its cost.
Unit 2 Cumulative Review Activity
Rice Krispies Revamp Project - Students are tasked with developing a recipe for a gourmet Rice Krispies square. They use a catalog of ingredients to find the cost. In addition to preparing a report that includes the recipe, the cost, and the predicted profits (in $CAD, $USD, and EUR, as these will be sold internationally), students will design packaging and write a sales pitch that explains why the company should sell their product.
Good Fences Make Good Neighbors - *Updated May 2025* Students will determine the cost for each neighbour for building a fence that separates their yards. They will have to use Pythagorean theorem, convert measurement and pricing units from SI to imperial and determine an equitable means for sharing the cost (from the Alberta Assessment Consortium).