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.
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.
N02 Students will be expected to demonstrate an understanding of income to calculate gross pay and net pay, including wages, salary, contracts, commissions, and piecework. [C, CN, R, T]
N02.01 Describe, using examples, various methods of earning income.
N02.02 Identify and list jobs that commonly use different methods of earning income (e.g., hourly wage, wage and tips, salary, commission, contract, bonus, shift premiums).
N02.03 Determine in decimal form, from a time schedule, the total time worked in hours and minutes, including time and a half and/or double time.
N02.04 Determine gross pay from given or calculated hours worked when given
the base hourly wage, with and without tips
the base hourly wage, plus overtime (time and a half, double time)
N02.05 Determine gross pay for earnings acquired by
base wage, plus commission
single commission rate
N02.06 Explain why gross pay and net pay are not the same.
N02.07 Determine the Canadian Pension Plan (CPP), Employment Insurance (EI), and income tax deductions for a given gross pay.
N02.08 Determine net pay when given deductions (e.g., health plans, uniforms, union dues, charitable donations, payroll tax).
N02.09 Investigate, with technology, “what if …” questions related to changes in.
N02.10 Identify and correct errors in a solution to a problem that involves gross or net pay.
N02.11 Describe the advantages and disadvantages for a given method of earning income.
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 N02 and A01 (personal income):
Financial Math - A Paycheck Story Desmos Activity - A story about what you should see on a paycheck in Nova Scotia... featuring wages, deductions and taxes.
Summer Tree Planting - Investigate how much money you could earn planting trees during the summer. How much money could you make? Would this be a good summer job? What are the pros/cons of this type of employment. The questions on page 204 of McGraw Hill's Math at Work 10 textbook are a good starting point but you could discuss with students if planting 3500 trees per week is realistic... what do you think?
Would You Rather? - Would you rather make a salary of $30,000 per year OR the full time rate of $15 per hour? Assume that you would work a 40 hour work week with the hourly rate. Whichever answer you choose, justify your reasoning. From the Would You Rather Math website.
Part Time Jobs - An overview of 17 jobs for high school students. Students can do further research some part time jobs that high school students typically work in. What makes for a good job and what is a bad job? Information for most of the content on these (Google slides is from Money Crashers).