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.
G05 Students will be expected to solve problems that involve parallel, perpendicular, and transversal lines, and pairs of angles formed between them. [C, CN, PS, V]
G05.01 Sort a set of lines as perpendicular, parallel, or neither, and justify this sorting.
G05.02 Illustrate and describe complementary and supplementary angles.
G05.03 Identify, in a set of angles, adjacent angles that are not complementary or supplementary.
G05.04 Identify and name pairs of angles formed by parallel lines and a transversal, including corresponding angles, vertically opposite angles, alternate interior angles, alternate exterior angles, interior angles on the same side of transversal, and exterior angles on the same side of transversal.
G05.05 Explain and illustrate the relationships of angles formed by parallel lines and a transversal.
G05.06 Explain, using examples, why the angle relationships do not apply when the lines are not parallel.
G05.07 Determine if lines or planes are perpendicular or parallel (e.g., wall perpendicular to floor, and describe the strategy used).
G05.08 Determine the measures of angles involving parallel lines and a transversal, using angle relationships.
G05.09 Solve a contextual problem that involves angles formed by parallel lines and a transversal (including perpendicular transversals).
G06 Students will be expected to demonstrate an understanding of angles, including acute, right, obtuse, straight, and reflex, by drawing, replicating and constructing, bisecting, and solving problems. [C, ME, PS, T, V]
G06.01 Draw and describe angles with various measures, including acute, right, straight, obtuse, and reflex angles.
G06.02 Identify referents for angles.
G06.03 Sketch a given angle.
G06.04 Estimate the measure of a given angle, using 22.5°, 30°, 45°, 60°, 90°, and 180° as referent angles.
G06.05 Measure, using a protractor, angles in various orientations.
G06.06 Explain and illustrate how angles can be replicated in a variety of ways (e.g., Mira, protractor, compass and straightedge, carpenter’s square, dynamic geometry software).
G06.07 Replicate angles in a variety of ways, with and without technology.
G06.08 Bisect an angle, using a variety of methods.
G06.09 Solve a contextual problem that involves angles.
Additional Resources and Activities for G05 (parallel, perpendicular, and transversal lines ):
The Eyeballing Game - This a fantastic math estimation game that lets students estimate several different points: the corner of a parallelogram, the midpoint of a line segment, the bisector of an angle, the incentre of a triangle, the centre of a circle, a right angle and the point where three lines converge. At the end of the three rounds, it shows you your average score and where you score falls on a histogram of the last 10,000 games.
Lines, Transversals, and Angles Desmos Activity - In this activity, students explore the relationship among angles formed by a transversal and a system of two lines. In particular, they consider what happens when the two lines are parallel vs. when they are not.
Popsicle Stick Bridge (from the NS curriculum guide p97) - Design and build a popsicle stick bridge. Sort the lines by colouring parallel sticks blue, colour sticks that are perpendicular to each other red, and colour all others with random colours. You could talk about what shapes make for a sturdy bridge and find examples of angles in pictures of bridge structures. If you do or have done this activity, could you please send me a photo of a bridge that students have constructed as an exemplar?
Design a City Project - The assignment is for students to design a city (basically create a map). The students have a checklist of what their map needs to include, including parallel and perpendicular lines, transversals, right triangles, and all manner of angle pairs. See how Wendy Menard did this project with her class.
Measurement and Mini-Golf from Matt Coaty - Students design a mini-golf course using a variety of angles, lines and shapes.
Additional Resources and Activities for G06 (angles):
Note: G06 has been removed from Mathematics at Work 10 Curriculum.