HRCE Updated Pacing Guide *Updated Sept 2025*
Mathematics Progression: Grades 6 - 9
Math 7 Retrieval Practice Grids A: English, French Grids B: English, French
PR01 Students will be expected to demonstrate an understanding of oral and written patterns and their equivalent linear relations. [C, CN, R]
Performance Indicators
PR01.01 Formulate a linear relation to represent the relationship in a given oral or written pattern.
PR01.02 Provide a context for a given linear relation that represents a pattern.
PR01.03 Represent a pattern in the environment using a linear relation.
PR02 Students will be expected to create a table of values from a linear relation, graph the table of values, and analyze the graph to draw conclusions and solve problems. [C, CN, PS, R, V]
Performance Indicators
PR02.01 Create a table of values for a given linear relation by substituting values for the variable.
PR02.02 Create a table of values, using a linear relation, and graph the table of values (limited to discrete elements).
PR02.03 Sketch the graph from a table of values created for a given linear relation, and describe the patterns found in the graph to draw conclusions (e.g., graph the relationship between n and 2n + 3).
PR02.04 Describe, using everyday language, in spoken or written form, the relationship shown on a graph to solve problems.
PR02.05 Match a given set of linear relations to a set of graphs.
PR02.06 Match a given set of graphs to a given set of linear relations.
PR04 Students will be expected to explain the difference between an expression and an equation. [C, CN]
Performance Indicators
PR04.01 Identify and provide an example of a constant term, numerical coefficient, and variable in an expression and an equation.
PR04.02 Explain what a variable is and how it is used in a given expression.
PR04.03 Provide an example of an expression and an equation and explain how they are similar and different.
PR05 Students will be expected to evaluate an expression given the value of the variable(s). [CN, R]
Performance Indicator
PR05.01 Substitute a value for an unknown in a given expression and evaluate the expression.
RR01 On s’attend à ce que les élèves montrent qu’ils comprennent les régularités présentées à l’oral et à l’écrit et les relations linéaires équivalentes. [C, L, R]
Indicateurs de rendement
RR01.01 Formuler une relation linéaire pour représenter la relation qui se dégage d’une régularité décrite oralement ou par écrit.
RR01.02 Fournir un contexte dans lequel une relation linéaire donnée est la représentation d’une régularité.
RR01.03 Représenter une régularité observée dans l’environnement en utilisant une relation linéaire.
RR02 On s’attend à ce que les élèves créent une table de valeurs à partir d’une relation linéaire, fassent une représentation graphique de la table de valeurs et analysent le graphique pour en tirer des conclusions et résoudre des problèmes. [C, L, RP, R, V]
Indicateurs de rendement
RR02.01 Créer une table de valeurs à partir d’une relation linéaire donnée en substituant des valeurs à la variable.
RR02.02 Créer une table de valeurs en utilisant une relation linéaire et l’utiliser pour en tracer le graphique (se limitant à des éléments discrets).
RR02.03 Dessiner un graphique à partir d’une table de données produite pour une relation linéaire donnée et décrire les régularités découvertes en analysant ce graphique pour en tirer des conclusions (p. ex. : dessiner le graphique de la relation entre n et 2n + 3).
RR02.04 Décrire, dans la langue de tous les jours, oralement ou par écrit, la relation représentée par un diagramme pour résoudre des problèmes.
RR02.05 Apparier un ensemble de relations linéaires donné à un ensemble de graphiques donné.
RR02.06 Apparier un ensemble de graphiques donné à un ensemble de relations linéaires donné.
RR04 On s’attend à ce que les élèves expliquent la différence entre une expression et une équation. [C, L]
Indicateurs de rendement
RR04.01 Trouver et fournir un exemple de terme constant, de coefficient numérique et de variable dans une expression et dans une équation.
RR04.02 Expliquer ce qu’est une variable et l’usage dont on en fait dans une expression donnée.
RR04.03 Fournir un exemple d’expression et un exemple d’équation et expliquer leurs points communs et leurs différences.
PR05 On s’attend à ce que les élèves évaluent une expression quand on leur fournit la valeur de la ou des variables. [L, R]
Indicateurs de rendement
RR05.01 Substituer une valeur à l’inconnue dans une expression donnée et évaluer cette expression.
Additional Resources and Activities for PR04 (Expression -vs- Equation) and PR05 (Evaluating expressions):
HRCE Marking Rubric for 7PR04/7PR05 - This rubric can be used for a variety of purposes such as a resource to create learning goals, a tool for student self assessment and on-going, formative assessment, creating report card comments, summative assessment of achievement, and/or as a support in giving descriptive feedback to students.
Guess My Number Introductory lesson : This introductory lesson and follow-up are designed to provide students with a concrete experience/context to anchor their learning about expressions and equations. Students are also required to make a table and a graph. This is an opportunity to elicit students’ prior knowledge and set the stage for what is to come later in PR01 and PR02. Guess My Number Student Recording Sheet: English, French Important Algebra Vocabulary Student Recording Sheet: English, French
Jeopardy Game: English, French: A Jeopardy game to practice vocabulary (variable, constant, numerical coefficient) and evaluating expressions when the value of the variable is given. Students could play in teams or individually and keep track of their points.
Dice Game for evaluating expressions: English, French: A game in partners or groups of three. Students roll a die to determine the value of the variable and then randomly select an expression from a bag to evaluate.
Describing Algebraic Expressions Desmos Activity in English and French: A self-checking activity to explore and reinforce matching expressions using words and symbols.
Teaching Note: PR01 and PR02 are meant to be taught concurrently. Choose contextual situations, pictures, and physical patterns for students to explore by making tables, graphs, describing in words and making an expression. This approach will help students make connections between the different ways to represent patterns. For some additional teaching notes to supplement the curriculum document and a brief overview of how you can use some of the resources below, click HERE.
Additional Resources and Activities for PR01 (Oral and written patterns and their linear relations) and PR02 (Creating tables and graphs of linear relations)
HRCE Marking Rubric for 7PR01 and Marking Rubric for 7PR02 - This rubric can be used for a variety of purposes such as a resource to create learning goals, a tool for student self assessment and on-going, formative assessment, creating report card comments, summative assessment of achievement, and/or as a support in giving descriptive feedback to students.
Contextual Situations: English, French: Students are asked to represent contextual situations using a table, graph and expression and then use what they know about the pattern to solve a problem. This activity helps students make connections between the different representations of a pattern.
Google Slides presentation: English, French: The following google slides was originally designed for students in a learning from home situation. It outlines the thinking behind the contextual situation above as well as some pictorial patterns. Teachers could use this slide show for their own information and could draw slides from it as they see fit. Going through the presentation with students as a lesson in its entirety is NOT the intent for classroom learning.
Explore the Banquet Problem: English, French: A guided exploration of a pattern using Polydron triangle and square pieces.
More Physical patterns using manipulatives: English, French: Provide manipulatives for students to explore the following problems. Use the template for representing patterns in different forms below to have students represent the pattern in multiple ways. Remember to ask students: What changes? What stays the same?
Template for Representing patterns in different forms: English, French: This template for a problem, table, graph, expression and solution can be used with any pattern.
Visual Patterns - Have students describe the patterns in different ways. Note* Not all of these patterns are linear. Be sure to confirm that patterns are linear before selecting them for students to work with.
Matching pattern representations Cards: These cards can be used in English or French programs. Students must match the table, graph and expression that represent the same pattern. Student records sheets for this activity for each language can be found here: English, French
Representing situations with expressions: English, French: An activity for students to practice directly writing expressions for contextual situations and vice versa. This activity is best done near the end of the outcome once students have had lots of practice with all representations.
What's my expression? Desmos Activity in English and French: A self-checking activity to help students review patterns and their corresponding algebraic expressions.
PR01/PR02 Math Pixel Art Practice English, French: A self checking digital activity for students using Google Sheets.