# Nova Scotia Learning Outcomes — Grade 3

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#### 3-DM.F.

Students will solve problems involving the collection, display, and analysis of data.

#### 3-DM.F1.

Students will be expected to select appropriate strategies for collecting, recording, organizing, and describing relevant data.

#### 3-DM.F2.

Students will be expected to interpret and create pictographs in which each symbol represents more than one item.

#### 3-DM.F4.

Students will be expected to implement plans with respect to the collection of data.

#### 3-G.E.

Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

#### 3-G.E1.

Students will be expected to continue their development of spatial sense with emphasis on perceptual constancy.

#### 3-G.E10.

Students will be expected to recognize, name, describe, and represent half and quarter turns of 2-D figures.

#### 3-G.E11.

Students will be expected to recognize and identify various polygons, prisms, and pyramids in real-world contexts.

#### 3-G.E12.

Students will be expected to make the connection for rectangles between the arrays of squares forming them and the describing of their dimensions.

#### 3-G.E3.

Students will be expected to recognize, name, describe, and represent congruent angles and congruent polygons.

#### 3-G.E4.

Students will be expected to recognize, name, describe, and represent kite, and some concave, convex, and regular polygons.

#### 3-G.E5.

Students will be expected to recognize, name, describe, and represent different prisms and pyramids.

#### 3-G.E6.

Students will be expected to cut and assemble net patterns for pentagonal and hexagonal prisms and pyramids.

#### 3-G.E8.

Students will be expected to predict the results of combining triangles and/or quadrilaterals.

#### 3-G.E9.

Students will be expected to find the lines of reflective symmetry of polygons.

#### 3-M.D.

Students will demonstrate an understanding of and apply concepts and skills associated with measurement.

#### 3-M.D1.

Students will be expected to estimate and measure length in metres, decimetres, and centimetres.

#### 3-M.D2.

Students will be expected to estimate and measure capacity in millilitres and litres.

#### 3-M.D3.

Students will be expected to estimate and measure mass in grams and kilograms.

#### 3-M.D4.

Students will be expected to estimate and measure area in non-standard units and square centimetres.

#### 3-M.D6.

Students will be expected to use appropriate units for capacity and mass.

#### 3-M.D7.

Students will be expected to read digital and analog clocks to the nearest five minutes.

#### 3-M.D8.

Students will be expected to continue to solve a wide variety of measurement problems.

#### 3-NC.A.

Students will demonstrate number sense and apply number theory concepts.

#### 3-NC.A1.

Students will be expected to compare and order whole numbers to thousands.

#### 3-NC.A2.

Students will be expected to estimate the size of numbers to the nearest ten or hundred.

#### 3-NC.A3.

Students will be expected to use simple fractions to describe situations.

#### 3-NC.A4.

Students will be expected to demonstrate an understanding of base-10 groupings (units, tens, hundreds, thousands).

#### 3-NC.A5.

Students will be expected to record, model, and interpret numbers up to and including the thousands.

#### 3-NC.A6.

Students will be expected to read numbers in several ways.

#### 3-NC.A7.

Students will be expected to extend the place-value system to model and record numbers involving tenths.

#### 3-NC.A8.

Students will be expected to order and compare decimals to tenths.

#### 3-NC.B.

Students will demonstrate operation sense and apply operation principles and procedures in both numeric and algebraic situations.

#### 3-NC.B1.

Students will be expected to recognize several meanings for multiplication.

#### 3-NC.B10.

Students will be expected to begin to estimate in multiplication and division situations.

#### 3-NC.B11.

Students will be expected to mentally add and subtract two-digit and one-digit numbers.

#### 3-NC.B12.

Students will be expected to mentally add and subtract rounded numbers.

#### 3-NC.B2.

Students will be expected to recognize several meanings for division.

#### 3-NC.B3.

Students will be expected to recognize the relationship between multiplication and division.

#### 3-NC.B4.

Students will be expected to solve and create problems involving addition and/or subtraction.

#### 3-NC.B5.

Students will be expected to solve and create problems involving multiplication and division with small numbers.

#### 3-NC.B6.

Students will be expected to add and subtract with and without regrouping (up to and including three-digit numbers).

#### 3-NC.B7.

Students will be expected to recognize principles of multiplication and division.

#### 3-NC.B8.

Students will be expected to relate multiplication and division facts.

#### 3-NC.B9.

Students will be expected to continue to estimate in addition and subtraction situations.

#### 3-P.G.

Students will represent and solve problems involving uncertainty.

#### 3-P.G1.

Students will be expected to predict and record results in experiments using spinners, coins, dice, coloured cubes, and other simple equipment.

#### 3-PR.C.

Students will explore, recognize, represent, and apply patterns and relationships, both informally and formally.

#### 3-PR.C1.

Students will be expected to recognize the pattern implicit in the place-value system.

#### 3-PR.C2.

Students will be expected to recognize and create geometric patterns.

#### 3-PR.C3.

Students will be expected to use and recognize the patterns in a multiplication table.

#### 3-PR.C4.

Students will be expected to record a repeated addition pattern using multiplicative notation.

#### 3-PR.C5.

Students will be expected to recognize the meaning of open sentences of the forms: a "" b = _, a "" _ = c, _ "" b = c.

#### SC3.GCO.1.

Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. (STSE)

#### SC3.GCO.2.

Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.

#### SC3.GCO.3.

Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. (Knowledge)

#### SC3.GCO.4.

Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

#### SC3.SCO.1.1.

Investigating Germination and Growing Conditions for Plants

#### SC3.SCO.1.1.1.

Students will be expected to place seeds in groups according to one or more attributes (202-2).

#### SC3.SCO.1.1.2.

Students will be expected to question and record relevant observations and measurements while investigating various growing conditions for plants (200-1, 201-5, 202-4).

#### SC3.SCO.1.1.3.

Students will be expected to identify and describe parts of plants and their general function (100-28).

#### SC3.SCO.1.1.4.

Students will be expected to identify, investigate, and suggest explanations for life needs of plants and describe how plants are affected by conditions in which they grow (100-29).

#### SC3.SCO.1.2.

The Life Cycle of a Plant

#### SC3.SCO.1.2.1.

Students will be expected to observe, describe, and measure, using written language, pictures, and charts, changes that occur through the life cycle of a flowering plant (201-3, 203-3, 202-4).

#### SC3.SCO.1.2.2.

Students will be expected to observe and describe changes that occur through the life cycle of a flowering plant (100-30).

#### SC3.SCO.1.3.1.

Students will be expected to describe and respond to ways in which plants are important to living things and the environment and how the supply of useful plants is replenished (102-12, 102-13, 203-5).

#### SC3.SCO.2.1.

Investigating Soils Composition

#### SC3.SCO.2.1.1.

Students will be expected to ask questions and make predictions that lead to exploration and investigation about the composition of soil (200-1, 200-3).

#### SC3.SCO.2.1.2.

Students will be expected to investigate, describe, and record a variety of soils and their components using words and diagrams (100-36, 100-37, 201-3, 201-5).

#### SC3.SCO.2.2.

Water Absorption of Soils

#### SC3.SCO.2.2.1.

Students will be expected to describe, predict, and compare the absorption of water by different types of soil (100-38, 200-3).

#### SC3.SCO.2.2.2.

Students will be expected to communicate procedures and results of investigations related to water absorption of soils, using drawings, demonstrations, and/or written and oral descriptions (203-3).

#### SC3.SCO.2.3.1.

Students will be expected to observe and describe the effects of moving water on different types of soil (100-39).

#### SC3.SCO.2.4.

Interactions of Living Things and Soil

#### SC3.SCO.2.4.1.

Students will be expected to investigate and describe how living things affect and are affected by soils (100-35).

#### SC3.SCO.2.5.

Technological Products and Processes Related to Soil

#### SC3.SCO.2.5.1.

Students will be expected to demonstrate and describe earth materials while exploring objects made from them (101-12, 203-1).

#### SC3.SCO.3.1.1.

Students will be expected to investigate to identify and group materials that can be magnetized or attracted by magnets and distinguish these from materials that are not attracted to magnets (100-31, 202-2).

#### SC3.SCO.3.1.2.

Students will be expected to investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles repel (100-32).

#### SC3.SCO.3.1.3.

Students will be expected to identify familiar uses of magnets (102-14).

#### SC3.SCO.3.1.4.

Students will be expected to follow procedures and identify problems related to strength of temporary magnets and to magnetizing materials (200-2, 201-1).

#### SC3.SCO.3.1.5.

Students will be expected to make predictions, record observations, and identify proposed questions about the number of objects that can be picked up by a magnet under different conditions (200-3, 201-5).

#### SC3.SCO.3.2.

Electrostatic Forces (Forces Arising from Static Electricity)

#### SC3.SCO.3.2.1.

Students will be expected to demonstrate and describe ways to use everyday materials to produce static electric charges and describe how charged materials interact (101-8).

#### SC3.SCO.3.2.2.

Students will be expected to identify and investigate conditions that affect the force of magnets and of static electric materials (100-33, 202-7).

#### SC3.SCO.3.2.3.

Students will be expected to identify questions and describe examples of the effects of static electricity in their daily lives and ways in which it can be used safely or avoided (102-15).

#### SC3.SCO.4.1.

Proposing Solutions to Building Challenges

#### SC3.SCO.4.1.1.

Students will be expected to identify problems to be solved while creating structures (200-2).

#### SC3.SCO.4.1.2.

Students will be expected to describe, evaluate, and investigate common materials, their suitability for use in building structures, and ways to join materials together (100-34, 101-11).

#### SC3.SCO.4.1.3.

Students will be expected to identify shapes that are part of natural and human-built structures and describe ways in which these shapes help provide strength, stability, or balance (102-16).

#### SC3.SCO.4.3.

Evaluating the Structural Solution

#### SC3.SCO.4.3.1.

Students will be expected to test the strength and stability of a personally built structure, identify ways to increase its strength, stability, form, and structure, and identify parts of the structure that failed (202-8, 101-9).

#### SC3.SCO.4.3.2.

Students will be expected to evaluate simple structures to determine if they are effective and safe, if they make efficient use of materials, and if they are appropriate to the user and the environment (102-17).

#### SS.3.1.1.

Students will be expected to locate their province in the Atlantic region, Canada, North America, and the world.

#### SS.3.1.1.1.

Develop the concepts of location and scale

#### SS.3.1.1.2.

Locate their province in relation to the other Atlantic Provinces

#### SS.3.1.1.3.

Locate their province in relation to the other provinces and territories of Canada

#### SS.3.1.1.4.

Locate their province in relation to North America and the world

#### SS.3.1.2.

Students will be expected to describe the major physical features, climates, and vegetation of their province and the Atlantic region.

#### SS.3.1.2.1.

Locate specific land forms and bodies of water in their province and region

#### SS.3.1.2.2.

Describe specific land forms and bodies of water in their province and region

#### SS.3.1.2.3.

Describe the climates of the Atlantic region and how it affects their lives

#### SS.3.1.2.4.

Describe the vegetation patterns of the Atlantic region

#### SS.3.1.3.

Students will be expected to examine where people live and how people make a living in their province.

#### SS.3.1.3.1.

Compare the concepts of urban and rural

#### SS.3.1.3.2.

Identify urban and rural communities in their province

#### SS.3.1.3.3.

Recognize how location and natural resources influence the development of communities

#### SS.3.1.3.4.

Explain how transportation and communication influence where people live and work in their province

#### SS.3.1.3.5.

Explain how the exchange of goods and services creates economic opportunities in their province

#### SS.3.2.1.

Students will be expected to examine the origins of the diverse peoples in their province.

#### SS.3.2.1.2.

Explain why people chose to live in or migrate to a particular place

#### SS.3.2.2.

Students will be expected to examine how diverse peoples in their province express their culture.

#### SS.3.2.2.1.

Describe ways in which stories, folk tales, music, and artistic expression reflect the traditions and beliefs of particular cultural groups

#### SS.3.2.2.2.

Recognize the role of language in cultural identity

#### SS.3.2.3.

Students will be expected to take age-appropriate action to promote positive interactions among people.

#### SS.3.2.3.1.

Explain the importance of positive interactions among people

#### SS.3.2.3.3.

Plan and carry out an action that promotes positive interactions among people

#### SS.3.3.

Unit Three: Citizenship

#### SS.3.3.1.

Students will be expected to examine the purpose, function, and structure of governments in their province.

#### SS.3.3.1.1.

Explain why governments make laws

#### SS.3.3.1.4.

Recognize that governments collect money to pay for the services they provide

#### SS.3.3.2.

Students will be expected to examine the rights and responsibilities of citizens in a democracy.

#### SS.3.3.2.2.

Describe the attributes of a responsible citizen

#### SS.3.3.2.4.

Describe how individuals demonstrate active citizenship (local, national, global)

#### SS.3.3.3.

Students will be expected to demonstrate an understanding of how citizens participate in public decision making.

#### SS.3.3.3.1.

Describe different methods of decision making

#### SS.3.3.3.2.

Illustrate how decisions often result in change and can cause conflict

#### SS.3.3.3.3.

Explain how individuals and groups can influence public decisions

#### SS.3.A.

Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship and the origins, functions, and sources of power, authority, and governance.

#### SS.3.A.1

Culture and Diversity

#### SS.3.B.

Students will be expected to demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.

#### SS.3.B.1

Individuals, Societies, and Economic Decisions

#### SS.3.C.

Students will be expected to demonstrate the ability to make responsible economic decisions as individuals and as members of society.

#### SS.3.D.

Students will be expected to demonstrate an understanding of the interdependent relationship among individuals, societies, and the environment locally, nationally, and globally and the implications for a sustainable future.

#### SS.3.D.1

People, Place, and Environment

#### SS.3.E.

Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.

#### SS.3.E.1

Time, Continuity, and Change

#### SS.3.F.

Students will be expected to demonstrate an understanding of the past and how it affects the present and the future.

#### SS.3.GCO.

Citizenship, Power, and Governance