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.
Modules for Financial Literacy Unit (PILOT) *Updated Sept. 2024*
FM01 Students will be expected to solve problems that involve unit pricing and currency exchange, using proportional reasoning. [CN, ME, PS, R]
FM01.01 Compare the unit price of two or more given items.
FM01.02 Solve problems that involve determining the best buy, and explain the choice in terms of the cost as well as other factors, such as quality and quantity.
FM01.03 Compare, using examples, different sales promotion techniques.
FM01.04 Determine the percent increase or decrease for a given original and new price.
FM01.05 Solve, using proportional reasoning, a contextual problem that involves currency exchange.
FM01.06 Explain the difference between the selling rate and purchasing rate for currency exchange.
FM01.07 Explain how to estimate the cost of items in Canadian currency while in a foreign country, and explain why this may be important.
FM01.08 Convert between Canadian currency and foreign currencies, using formulas, charts, or tables.
FM02 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]
FM02.01 Describe, using examples, various methods of earning income.
FM02.02 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).
FM02.03 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.
FM02.04 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)
FM02.05 Determine gross pay for earnings acquired by
base wage, plus commission
single commission rate
FM02.06 Explain why gross pay and net pay are not the same.
FM02.07 Determine the Canadian Pension Plan (CPP), Employment Insurance (EI), and income tax deductions for a given gross pay.
FM02.08 Determine net pay when given deductions (e.g., health plans, uniforms, union dues, charitable donations, payroll tax).
FM02.09 Investigate, with technology, “what if …” questions related to changes in income (e.g., What if there is a change in the rate of pay?)
FM03 Students will be expected to investigate personal budgets. [C, PS, R, T]
FM03.01 Identify income and expenses that should be included in a personal budget.
FM03.02 Explain considerations that must be made when developing a budget (e.g., prioritizing, and recurring and unexpected expenses).
FM03.03 Create a personal budget based on given income and expense data.
FM03.04 Collect income and expense data, and create a budget.
FM03.05 Modify a budget to achieve a set of personal goals.
FM03.06 Investigate and analyze, with or without technology, “what if …” questions related to personal budgets.
FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics. [C, CN, ME, PS, R, T, V]
FM04.01 Collect primary or secondary data (statistical or informational) related to the topic.
FM04.02 Organize and present a project.
FM04.03 Create and solve a contextual problem that is related to the project.
FM04.04 Make informed decisions and plans related to the project.
FM04.05 Compare advantages and disadvantages as part of the project.
MF01 On s’attend à ce que les élèves sachent résoudre des problèmes comportant des prix unitaires et le change de devises à l’aide du raisonnement proportionnel. [L, CE, RP, R]
MF01.01 Comparer le prix unitaire d’au moins deux articles.
MF01.02 Résoudre des problèmes de détermination du meilleur achat et expliquer le choix selon le cout ainsi que selon d’autres facteurs, tels que la qualité et la quantité.
MF01.03 Comparer, à l’aide d’exemples, différentes techniques de promotion des ventes.
MF01.04 Déterminer le pourcentage d’augmentation ou de réduction du prix d’un article à partir du prix initial et du nouveau prix.
MF01.05 Résoudre, à l’aide du raisonnement proportionnel, un problème contextualisé comportant le change de devises.
MF01.06 Expliquer la différence entre le taux de change de devises à l’achat et à la vente.
MF01.07 Expliquer comment et pourquoi il pourrait être important d’estimer en devises canadiennes le cout d’achat d’articles dans un pays étranger.
MF01.08 Faire la conversion d’un montant d’argent donné en dollars canadiens en devise étrangère et inversement, à l’aide de formules, de diagrammes ou de tableaux.
MF02 On s’attend à ce que les élèves montrent qu’ils ont compris la rémunération, y compris le salaire horaire, le salaire fixe, le travail à forfait, les commissions et le travail à la pièce pour calculer le revenu brut et le revenu net. [C, L, R, T]
MF02.01 Décrire, à l’aide d’exemples, différents types de rémunération.
MF02.02 Identifier et établir une liste d’emplois associés à différentes méthodes de rémunération (exemple : le salaire horaire, le salaire et les pourboires, le salaire fixe, la commission, le travail à forfait, le boni, la prime de quart).
MF02.03 Déterminer, sous la forme d’un nombre décimal, le nombre total d’heures travaillées à partir d’une feuille de temps en heures et en minutes, y compris le temps majoré de moitié et/ou le temps double.
MF02.04 Déterminer la paie brute à partir du nombre donné ou calculé d’heures travaillées selon le salaire horaire de base, avec et sans pourboires le salaire horaire de base plus le temps supplémentaire (temps majoré de moitié, temps double)
MF02.05 Déterminer la paie brute calculée d’après un salaire de base plus commission un taux de commission simple
MF02.06 Expliquer pourquoi la paie brute n’est pas la même que la paie nette.
MF02.07 Déterminer les cotisations du Régime de pensions du Canada (RPC) et d’assurance-emploi (AE) ainsi que les retenues d’Impôt sur le revenu pour un salaire brut donné.
MF02.08 Déterminer la paie nette compte tenu de certaines retenues telles que le régime de soins médicaux, l’achat d’un uniforme, les cotisations syndicales, les dons de bienfaisance, l’impôt sur le salaire.
MF02.09 Explorer, à l’aide de la technologie, des questions du genre « Qu’arrive-t-il si … » relativement aux changements du revenu (exemple : Qu’arrive-t-il si le taux de rémunération change?)
MF03 On s’attend à ce que les élèves sachent analyser des budgets personnels. [C, RP, R, T]
MF03.01 Déterminer les revenus et les dépenses qui devraient faire partie d’un budget personnel.
MF03.02 Expliquer des éléments dont il faut tenir compte lors de l’élaboration d’un budget personnel (exemple : les priorités, les dépenses régulières et les imprévus).
MF03.03 Établir un budget personnel à partir de revenus et de dépenses donnés.
MF03.04 Recueillir les données relatives aux revenus et aux dépenses et établir un budget.
MF03.05 Modifier un budget en vue d’atteindre un ensemble d’objectifs personnels.
MF03.06 Explorer et analyser, avec ou sans l’aide de la technologie, des hypothèses du genre « Qu’arrive-t-il si… » relatives à un budget personnel.
MF04 On s’attend à ce que les élèves sachent effectuer et présenter une recherche sur un sujet d’intérêt financier faisant appel aux mathématiques financières. [C, L, CE, RP, R, T, V]
MF04.01 Recueillir des données primaires ou secondaires (sous forme statistique ou d’information) pertinentes.
MF04.02 Organiser et présenter un projet.
MF04.03 Créer et résoudre un problème contextualisé ayant des liens avec le projet.
MF04.04 Prendre des décisions éclairées et faire des plans par rapport au projet.
MF04.05 Comparer les avantages et les désavantages par rapport au projet.
Additional Resources and Activities for FM01 (unit pricing and currency exchange):
Would You Rather - Make or Buy a Lunch - Would you rather buy a pre-made lunch for a week or make a homemade lunch for a week? What are the benefits/drawbacks of each option? Students might consider price, nutrition, the environment, convenience and/or taste. You can find similar prompts at https://www.wouldyourathermath.com/
How Many Bananas can you buy for $5 - What is the unit price of bananas ($/lb) in the local currency of each country? How many pounds of banana's do you think you could buy at your local store for $5 US? Why do you think bananas cost more in some countries than others?
Desmos Activity: Dead Batteries - A Unit Rate Story - An almost completely true story about buying batteries... featuring unit rate.
How Much Did Peterson Lose By Not Cashing His Check? - NFL cornerback Patrick Peterson received a $15,361,000 signing bonus as part of a five-year, 70 million contract extension. However, he didn’t immediately cash the check. When asked why, he said, “I just haven’t gotten around to it.” Have students investigate how much interest Peterson lost by not immediately cashing his check? from Robert Kaplinsky
Is Lego Gender Biased? - How does Lego price it’s kits? Is the price per piece of a Lego Star Wars set the same as the price per piece of a Lego Friends set? Find out with this activity. from Jon Orr
Desmos Activity: Exchange Rates - Students will strengthen their understanding of multiple representations of ratios through the context of currency exchange.
Desmos Activity: Financial Math - Currency Exchange - What gives currency its value? How do you know how your money will be worth in other countries?
Foreign Currency and Foreign Exchange Activity and Slides - An interactive classroom activity that demonstrates how exchange rates change and how to exchange currency from the Foundation for Teaching Economics. The website includes a handout and video of a classroom doing the activity. A similar activity is found at the www.imf.org webiste.
Would You Rather - Currency - Would you rather have 3500 Mexican Pesos or 210 Euros? Whatever your answer is, please provide justification.
Would You Rather - Pizza - Would you rather have a slice of pizza from New York or from Rome? The New York pizza costs $2.75 US per slice. The Rome pizza costs 1,50€ per 100 grams. Provide a justification (mathematical or otherwise) for your choice.
Financial Football - *Updated April 2025* Visa and the National Football League have teamed up to help teach financial concepts with Financial Football, a fast-paced, interactive game that engages students while teaching them money management skills (from practicalmoneyskills.org, available in multiple languages).
Financial Soccer - *Updated April 2025* Take your money skills to the next level with Visa’s Financial Soccer, a dynamic, interactive game designed to both educate and entertain. Hone your practical knowledge of financial concepts while leading your favorite FIFA country to victory (from practicalmoneyskills.org, available in multiple languages).
The Payoff - *Updated April 2025* Play the role of Alex or Jess, two up-and-coming video bloggers, as they prepare for a life-changing video competition whilst managing their finances and handling unexpected events. In the immersive game, developed by Visa, you'll help Alex and Jess make smart financial decisions within the tight three-day deadline and complete their video for the competition (from practicalmoneyskills.org, available in multiple languages).
Additional Resources and Activities for FM02 (pay and income):
Methods of Earning an Income - A Google Slides presentation featuring different ways to earn an income (salary, hourly wage, commission, piecework, etc).
Desmos Activity : Financial Math - A Paycheck Story - A story about what you should see on a paycheck in Nova Scotia... featuring wages, deductions and taxes.
Desmos Activity: Calculating Net Yearly Pay - Students calculate EI, CPP, provincial (Nova Scotia) and federal tax, as well as exemptions to determine their net pay (based on 2023 rates).
Additional Resources and Activities for FM03 (personal budgets):
Next Gen Personal Finance Budgeting - This site has a wide variety of lessons and activities for personal finance including a unit on budgeting.
Play The Bean Game - Students get a salary of 20 beans that they must distribute among different budget categories in the first round. In the second round, students are limited to only 13 beans. What things will students give up, what changes will students make to their budget? There are additional resources including a virtual version using Google Sheets and additional extensions described on the NGPF website.
Additional Resources and Activities for FM04 (research project):
This outcome was deemed non-Foundational and is no longer included in Mathematics 10.
Unit 8 Cumulative Review
Unit 8 Student Self-Assessment and Review - Students self-assess their ability to demonstrate the outcomes from Unit 8. Practice questions from the textbook are identified and links to extra practice and review are included.