Mathematics 10 Pacing Guide - *Updated June 2024* This pacing guide replaces the previous yearly plan. It has been updated to reflect removed outcomes and provide flexibility for responsive instruction.
Math 10 Retrieval Practice Grid Semester #1 (English, French) *Updated October 2024*
Math 10 Retrieval Practice Grid Semester #2 (English, French) *Updated January 2025*
Mathigon Polypad - Polypad is a collection of free virtual manipulatives including algebra tiles which students can use to model the multiplication of polynomials. The Mathigon 101 webinar for secondary teachers demonstrates a number of available features.
EAL Support - Desmos offers a free suite of math software tools, including the Desmos Graphing Calculator and Scientific Calculator, as well as free digital classroom activities. Click on the globe in the tool bar to access the site in other languages.
RF03 Students will be expected to demonstrate an understanding of slope with respect to rise and run, line segments and lines, rate of change, parallel lines, and perpendicular lines. [PS, R, V]
RF03.01 Determine the slope of a line segment by measuring or calculating the rise and run.
RF03.02 Classify lines in a given set as having positive or negative slopes.
RF03.03 Explain the meaning of the slope of a horizontal or vertical line.
RF03.04 Explain why the slope of a line can be determined by using any two points on that line.
RF03.05 Explain, using examples, slope as a rate of change.
RF03.06 Draw a line, given its slope and a point on the line.
RF03.07 Determine another point on a line, given the slope and a point on the line.
RF03.08 Generalize and apply a rule for determining whether two lines are parallel or perpendicular.
RF03.09 Solve a contextual problem involving slope.
RF05 Students will be expected to determine the characteristics of the graphs of linear relations, including the intercepts, slope, domain, and range. [CN, PS, R, V]
RF05.01 Determine the intercepts of the graph of a linear relation, and state the intercepts as values or ordered pairs.
RF05.02 Determine the slope of the graph of a linear relation.
RF05.03 Determine the domain and range of the graph of a linear relation.
RF05.04 Sketch a linear relation that has one intercept, two intercepts, or an infinite number of intercepts.
RF05.05 Identify the graph that corresponds to a given slope and y-intercept.
RF05.06 Identify the slope and y-intercept that correspond to a given graph.
RF05.07 Solve a contextual problem that involves intercepts, slope, domain, or range of a linear relation.
RF06 Students will be expected to relate linear relations to their graphs, expressed in
slope-intercept form (y = mx + b)
general form (Ax + By + C = 0)
slope-point form (y – y₁ ) = m(x – x₁ )
[CN, R, T, V]
RF06.01 Express a linear relation in different forms, and compare the graphs.
RF06.02 Rewrite a linear relation in either slope-intercept or general form.
RF06.03 Generalize and explain strategies for graphing a linear relation in slope-intercept, general, or slope-point form.
RF06.04 Graph, with and without technology, a linear relation given in slope-intercept, general, or slope-point form, and explain the strategy used to create the graph.
RF06.05 Identify equivalent linear relations from a set of linear relations.
RF06.06 Match a set of linear relations to their graphs.
RF07 Students will be expected to determine the equation of a linear relation to solve problems, given a graph, a point and the slope, two points, and a point and the equation of a parallel or perpendicular line. [CN, PS, R, V]
RF07.01 Determine the slope and y-intercept of a given linear relation from its graph, and write the equation in the form y = mx + b.
RF07.02 Write the equation of a linear relation, given its slope and the coordinates of a point on the line, and explain the reasoning.
RF07.03 Write the equation of a linear relation, given the coordinates of two points on the line, and explain the reasoning.
RF07.04 Write the equation of a linear relation, given the coordinates of a point on the line and the equation of a parallel or perpendicular line, and explain the reasoning.
RF07.05 Graph linear data generated from a context, and write the equation of the resulting line.
RF07.06 Determine the equation of the line of best fit from a scatterplot using technology and determine the correlation.
RF07.07 Solve a problem, using the equation of a linear relation.
RF03 On s’attend à ce que les élèves montrent qu’ils ont compris la pente en ce qui a trait au déplacement vertical ou horizontal, à des segments de droite et des droites, au taux de variation, à des droites parallèles et à des droites perpendiculaires. [RP, R, V]
RF03.01 Déterminer la pente d’un segment de droite en mesurant ou en calculant le déplacement vertical et le déplacement horizontal.
RF03.02 Classer les droites d’un ensemble donné selon que leur pente est positive ou négative.
RF03.03 Expliquer le sens de la pente d’une droite horizontale ou verticale.
RF03.04 Expliquer pourquoi la pente d’une droite peut être déterminée à partir de deux points quelconques de cette droite.
RF03.05 Expliquer, à l’aide d’exemples, la pente d’une droite en tant que taux de variation.
RF03.06 Tracer une droite à partir de sa pente et d’un point appartenant à la droite.
RF03.07 Déterminer un autre point appartenant à une droite à partir de la pente et d’un point de la droite.
RF03.08 Formuler et appliquer une règle générale pour déterminer si deux droites sont parallèles ou perpendiculaires.
RF03.09 Résoudre un problème contextualisé comportant une pente.
RF05 On s’attend à ce que les élèves sachent déterminer les caractéristiques des graphiques de relations linéaires, y compris les coordonnées à l’origine, la pente, le domaine et l’image. [L, RP, R, V]
RF05.01 Déterminer les coordonnées à l’origine du graphique d’une relation linéaire et les représenter sous la forme de valeurs numériques ou de paires ordonnées.
RF05.02 Déterminer la pente du graphique d’une relation linéaire.
RF05.03 Déterminer le domaine et l’image du graphique d’une relation linéaire.
RF05.04 Esquisser le graphique d’une relation linéaire ayant une, deux ou une infinité de coordonnées à l’origine.
RF05.05 Déterminer le graphique correspondant à une pente et à une ordonnée à l’origine données.
RF05.06 Déterminer la pente et l’ordonnée à l’origine correspondant à un graphique donné.
RF05.07 Résoudre un problème contextualisé comportant les coordonnées à l’origine, la pente, le domaine ou l’image d’une relation linéaire.
RF06 On s’attend à ce que les élèves sachent associer les relations linéaires exprimées sous la forme pente-ordonnée à l’origine (y = mx + b) générale (Ax + By + C = 0) pente-point [y – y1 = m(x – x1)] [L, R, T, V]
RF06.01 Exprimer une relation linéaire sous différentes formes et en comparer les graphiques.
RF06.02 Réécrire une relation linéaire soit sous la forme pente-ordonnée à l’origine, soit sous la forme générale.
RF06.03 Généraliser et expliquer des stratégies pour tracer le graphique d’une relation linéaire exprimée sous la forme pente-ordonnée à l’origine, la forme générale ou la forme pentepoint.
RF06.04 Tracer, avec et sans l’aide de la technologie, le graphique d’une relation linéaire exprimée sous la forme pente-ordonnée à l’origine, sous la forme générale ou sous la forme pentepoint et expliquer la stratégie utilisée pour tracer le graphique.
RF06.05 Déterminer, dans un ensemble de relations linéaires, les relations linéaires équivalentes.
RF06.06 Apparier un ensemble de relations linéaires à leurs graphiques.
RF07 On s’attend à ce que les élèves sachent déterminer l’équation d’une relation linéaire à partir d’un graphique, d’un point et d’une pente, de deux points et d’un point et de l’équation d’une droite parallèle ou perpendiculaire pour résoudre des problèmes. [L, RP, R, V]
RF07.01 Déterminer la pente et l’ordonnée à l’origine d’une relation linéaire donnée à partir de son graphique et en écrire l’équation sous la forme y = mx + b.
RF07.02 Écrire l’équation d’une relation linéaire à partir de sa pente et des coordonnées d’un point appartenant à cette droite et expliquer le raisonnement suivi.
RF07.03 Écrire l’équation d’une relation linéaire à partir des coordonnées de deux points appartenant à cette droite et expliquer le raisonnement suivi.
RF07.04 Écrire l’équation d’une relation linéaire à partir des coordonnées d’un point appartenant à cette droite et de l’équation d’une droite qui y est parallèle ou perpendiculaire et expliquer le raisonnement suivi.
RF07.05 Tracer le graphique de données linéaires découlant d’un contexte donné et écrire l’équation de la droite obtenue.
RF07.06 Déterminer l’équation de la droite de meilleur ajustement correspondant à un diagramme de dispersion (nuage de points) à l’aide d’un outil technologique et déterminer la corrélation.
RF07.07 Résoudre un problème à l’aide de l’équation d’une relation linéaire.
Additional Resources and Activities for RF03 and RF05 (slope and characteristics of linear relations):
One Solution, No Solutions, Infinite Solutions Open Middle problem - Using Integers (without repeating any number), create equations of the form (__/__)x + __ = __x + (__/__) and fill in the spaces to create the following types of Linear Equations: one solution, no solutions and infinite solutions. As an added challenge see what the smallest integer interval of the numbers used that you can find.
Slope Treasure Hunt - *Updated June 2025* Students join points using provided slopes, creating a path to the treasure chest (Glencoe/ McGraw Hill, "Chapter 3 Resource Materials Algebra 1")
Exploring Slope around the School - Students can become amateur surveyors and use a piece of string, meter stick and a line level to measure the slope of objects around the school (a hill, stairway, ramp, etc.).
Types of Slope Graph Sort- In this activity students are provided with a series of graphs to sort by slope (positive, negative, zero, undefined). This could be used as an introductory activity to explore different types of slope or as a formative assessment as students begin to learn about slope.
Slope Open - Middle - (From: How I Teach Maths Blog by John Rowe). Identify sets of coordinate points using the values 1 - 9 only once that create one line with a positive slope, and another with a negative slope.
What is the Same? What is Different? - Display the image and ask students to brainstorm what is the same and what is different between the two graphs. Lots of examples of this routine can be found at https://samedifferentimages.wordpress.com/( from Michael Wiernicki).
Desmos Activity: Slope of a Line Check (English, French)- A self-check exercise where students draw lines given a point and slope, and determine slope of a line from a graph.
Desmos Activity: Investigating Parallel and Perpendicular Lines (English and French)- An exploration and self-checking activity where students use slopes to discover the relationship between parallel and perpendicular lines.
Classify Geometric Shapes using Slope (English, French)- In this activity, students will classify geometric shapes by analyzing the slopes of their sides. Students will use a check-list with success criteria to reflect and self-assess their understanding of parallel and perpendicular slopes. Teachers may also use the check-list to complete an observational/conversational assessment.
Creating Squares - This game is played on a 5x5 piece of dot paper. Take turns claiming a dot. Whoever completes a square first is the winner. You can play against the computer or a friend. This can be an opportunity to talk about parallel and perpendicular lines.
Additional Resources and Activities for RF06 (relate functions in slope-intercept, slope-point and general form to their graphs):
Linear equations and their graphs:
Desmos Activity: Turtle Time Trials (English, French) - The lesson centers around a race between turtles of different constant speeds. After encountering the context with an animation, students analyze and create other representations of the scenario: number lines, graphs, tables, and equations.
Desmos Activity: The Fare Card - Students use contexts, tables of values, graphs, and equations to explore characteristics of linear functions.
Point - Slope Foam Dice Activity - *Updated June 2025* Students use foam dice to determine sets of coordinate points. They use the points to write an eqution for a linear function in slope-point form, and verify their answers using Desmos.
Desmos Activity: Match My Line - Only Slope Intercept (English, French) - Students work through a series of scaffolded linear graphing challenges to develop their proficiency with direct variation and slope-intercept.
Desmos Activity: Land The Plane (English, French) - Students practice finding equations of lines in order to land a plane on a runway.
Equation of a Straight Line Spider Diagram - Given and equation, students find intercepts, a point on the line, slope, and draw a sketch. solutions From DrAustinMaths.
Desmos Activity: Investigating Linear Functions: Slope Intercept Form - Students explore characteristics of linear functions.
A Linear Relationships Menu - Students create several linear relationships to satisfy a set of constraints. Not only does this style of task elicit strategic thinking and emphasis understanding, it also helps students make connections between certain properties of linear equations. From Amie Albrecht. Can be done online with Desmos Activity: Linear Functions Menu Task or as a pencil-and-paper task.
Desmos Activity: Marbleslides: Lines - In this super-awesome and challenging activity, students click Launch to release marbles, which slide down the line, into the first quadrant, through the stars, and down off the bottom of the screen.
Desmos Activity: Putt Putt Golf (English, French) - Students practice writing linear equations to model the path of a golf ball.
Desmos Activity: Linear Slalom (English, French) - Students work through a series of slalom-themed challenges to strengthen and stretch their algebraic and graphical understanding of lines
Matching Linear Equations Tarsia Puzzle - Students cut out triangular puzzle pieces. They assemble the pieces by putting equivalent equations in different forms together. Solution.
Lines and Linear Equations - Before the lesson, students work individually on an assessment task that is designed to reveal their current understanding and difficulties. You then review their work and create questions for students to answer in order to improve their solutions. During the lesson, students work in small groups on a collaborative task, matching graphs, equations and pictures. Towards the end of the lesson there is a whole-class discussion. From Mathematics Assessment Project.
Desmos Activity: Polygraph: Lines - One student picks a line and answers questions and the other student asks yes or no questions to try to determine which line was chosen.
Desmos Activity: Rogue Planes - The aim of this activity is to challenge students' understanding about graphing linear functions by changing the orientation orientation of the Cartesian Plane or draw the x- and y-axes to fix the graphs and correctly show the equation of the straight line given.
Additional Resources and Activities for RF07 (equations of lines, line of best fit and scatterplot):
*Note: RF07.06 (line of best fit from scatter plots) is a departure from the WNCP curriculum and hence is not found in the textbook. See the Nova Scotia Curriculum Companion for lessons and exercises.*
Linear Graphs and Their Equations:
Writing Linear Equations given Two Ordered Pairs - Each student is given an card with a point on it. They find a partner and write the equation of the line that passes through both of their points. Then they find another partner and repeat the process. After a few partners they will realize that no matter what person they match with, the get the same line! Let the students figure out what is going on and tell you about it. From Nora Oswald
Desmos Activity: 4.3 Slope & y-intercept - This activity introduces students to the slope-intercept form of the equation of a line as well as looking at parallel and perpendicular lines
Desmos Activity: Connect the Dots With Linear Equations - Students experiment with point-slope form to complete a connect the dot puzzle.
Desmos Activity: Coin Capture: Lines (English, French) - Students will practice their understanding writing linear equations by placing coins on a coordinate plane and writing as few equations as possible to "capture" all of the coins.
Target Practice Game - A game for 2 teams using two differently colored dice, paper, graph paper. On each turn, each team rolls the pair of dice to come up with a set of target points. They then come up with an equation, to hit as many of the target points in the graph of the equation as possible. On each round, you roll the same number of targets as the round number; ex. on round three, three targets. For each target scored, you get the same number of points as the round; ex. If you hit two targets on round three, you score 6 points. Play for at least five rounds. Variations: For variety, allow teams to make any given roll positive or negative. For challenge, include (0,0) as an extra target point in each round.
Match My Graph: Linear Functions - Develop your students’ graphing abilities with this multi-day series of linear function challenges. Can be done online with Desmos Activity: Match My Line 21 (English, French) or with pencil and paper. Lots of great resources. From Michael Fenton.
Desmos Activity: Two Truths and a Lie Lines (English, French) - Students will practice their understanding of the features and vocabulary of linear equations by creating a line, writing two true and one false statement about it, and inviting their peers to separate truth from lies.
Linear Functions Spider practice activity - A Google slides document with practice questions for students to find the equation of a line given different information (slope and y-intercept, point and slope, point and y-int, two points).
Desmos Activity: Pet House Project - Your task is to create your own “puppy house” using only straight lines. You must have at least 5 horizontal lines, 5 vertical lines, 6 slanted lines, and one image of a puppy (or other pet) in the doorway of your house. You can read how Fawn Nguyen implemented this activity in her classroom.
Scatterplots, Line of Best Fit, and Correlation:
The Crow and the Pitcher - A lesson based on an old fable about a crow that wants a drink of water but can't reach the bottom of the glass. Drop marbles in a tall glass to make the water rise. How many marbles will it take to raise the water level to the top of the glass? Mary Bourasa wrote a post about this lesson.
Introducing Linear Equations Barbie Bungee Activity - Have students create a Barbie Bungee Company and determine the number of rubber bands needed for a really exciting Barbie bungee.
Linear Regression with Twizzlers: *Updated June 2025* Students collect data by taking bites out of a length of licorice, then make predictions after finding the equation of the line of best fit.
Charge! - One evening, with his phone battery nearly depleted, Michael Fenton plugged in and took a series of screenshots to track the percent battery charge (as a function of time). From there, students should have enough information to create a linear model for extrapolation. Some surprising results ensue! From Michael Fenton
Fill 'er Up! - Look at the relationship between the estimated range on a car and the actual distance travelled on the odometer. How do they compare?
Regressions on Desmos video - How to work with data to find best-fit equations using linear regression in the Desmos online graphing calculator.
Desmos Activity: Fit Fights (English, French) - Students will develop their understanding of fitting lines to data by placing a line on a scatter plot and trying to max out a meter that measures the goodness of the fit.
Desmos Activity: Scatter Plot Capture (English, French) - Students use observations about scatterplot relationships to make predictions about future points in the plot.
Find a Friend Correlation Activity - Students “discover” the role of the correlation coefficient r – how it acts as a measure of the strength of the relationship between two quantitative variables using activity preference ranking from 1 to 10. For more detail see Are We Compatible? and Twitter Hodge-Podge
Guess the Correlation Game - A fun retro-looking game where you examine a scatter plot and guess its correlation coefficient (R). With a little practice you can get really good at estimating the correlation just by looking at the scatterplot. Lots of fun.
Desmos Activity: Intro to Linear Regression - Students determine the equation of the line of best fit, with the correlation, using Desmos.
Line of Best Fit and Correlation using Google Sheets: Math Lab 6.10 in Curriculum Companion Using Google Sheets instead of TI-84 to get the equation of the line of best fit, and the correlation value.
The Footprint (English, French) - *Updated May 2025* Students must use reasoning to analyze the correlation between height and shoe size. They collect data, and use the data to predict the height of a thief involved in a theft (from the Alberta Assessment Cornsortium).
Unit 2 Cumulative Review
Unit 1 and 2 Review Math Market Activity - *Updated May 2025* Students work in small groups to complete review questions. Student buy the questions from the market and sell back correctly worked solutions for a profit. This activity is self-differentiated as students choose which level of question they'd like to attempt. Student recording sheet.
Desmos Activity: #seeingalgebra - Algebra in Architecture Project - Students find a photo of a house or building online and then import it into Desmos. Students will then graph linear functions, and restrict the domain or range, in order to model the image of the building (based on Algebra in Architecture Project ). You can watch Alison Strole show examples from her classes in this YouTube video.
Unit 2 Student Self-Assessment and Review - Students self-assess their ability to demonstrate the outcomes from Unit 6. Practice questions from the textbook are identified and links to extra practice and review are included.
Rocky Road (English, French) - *Updated May 2025* Students analyze the progress of a hiker based on a graphical representation. They determine the equation of a line, and then they create a new story supported by their own graph (from the Alberta Assessment Consortium).