# Nova Scotia Learning Outcomes — Grade 4

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#### 4-DM.F.

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

#### 4-DM.F1.

Students will be expected to recognize and use a variety of methods for the collection and organization of data.

#### 4-DM.F2.

Students will be expected to describe data maxima, minima, range, and frequency.

#### 4-DM.F3.

Students will be expected to read and interpret bar graphs, line graphs, pictographs, and stem-and-leaf plots.

#### 4-DM.F4.

Students will be expected to display position, using ordered pairs on a grid.

#### 4-DM.F6.

Students will be expected to interpolate data from a display.

#### 4-DM.F7.

Students will be expected to describe data, using the mean.

#### 4-G.E.

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

#### 4-G.E1.

Students will be expected to draw various nets for rectangular prisms and cubes.

#### 4-G.E10.

Students will be expected to make generalizations about the number of vertices, edges, and faces of various prisms, pyramids, cones, and cylinders.

#### 4-G.E11.

Students will be expected to predict and confirm the results of various 2-D figures under slides, reflections, and quarter/half turns.

#### 4-G.E12.

Students will be expected to make generalizations about the reflective symmetry property of the various quadrilaterals.

#### 4-G.E4.

Students will be expected to explore relationships among 3-D shapes.

#### 4-G.E5.

Students will be expected to find all possible composite figures that can be made from a given set of figures.

#### 4-G.E6.

Students will be expected to recognize, name, describe, and construct acute and obtuse angles.

#### 4-G.E7.

Students will be expected to recognize, name, describe, and construct equilateral, isosceles, and scalene triangles.

#### 4-G.E8.

Students will be expected to make generalizations about the angle, side length, and parallel side properties of the various quadrilaterals.

#### 4-G.E9.

Students will be expected to sort quadrilaterals under property headings.

#### 4-M.D.

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

#### 4-M.D1.

Students will be expected to recognize and demonstrate that objects of various shapes can have the same area.

#### 4-M.D10.

Students will be expected to solve relevant problems involving millilitres and litres, grams and kilograms.

#### 4-M.D11.

Students will be expected to relate dimensions and areas of rectangles to factors and products.

#### 4-M.D2.

Students will be expected to recognize and demonstrate that objects of the same area can have different perimeters.

#### 4-M.D3.

Students will be expected to measure volume, using non-standard units.

#### 4-M.D4.

Students will be expected to estimate and determine the volume of rectangular prisms, using centimetre cubes.

#### 4-M.D5.

Students will be expected to recognize that the measure of an angle indicates an amount of turn.

#### 4-M.D6.

Students will be expected to estimate and measure angles, using non-standard units.

#### 4-M.D7.

Students will be expected to use a thermometer to read temperatures.

#### 4-M.D8.

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

#### 4-M.D9.

Students will be expected to estimate and measure area in square centimetres.

#### 4-NC.A.

Students will demonstrate number sense and apply number theory concepts.

#### 4-NC.A1.

Students will be expected to identify and model fractions and mixed numbers.

#### 4-NC.A2.

Students will be expected to interpret and model decimal tenths and hundredths.

#### 4-NC.A3.

Students will be expected to model and record numbers to 99 999.

#### 4-NC.A4.

Students will be expected to compare and order whole numbers.

#### 4-NC.A5.

Students will be expected to compare and order fractions.

#### 4-NC.A6.

Students will be expected to rename fractions with and without the use of models.

#### 4-NC.A7.

Students will be expected to compare and order decimals with and without models.

#### 4-NC.B.

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

#### 4-NC.B1.

Students will be expected to add and subtract decimals involving tenths and hundredths, and whole numbers to five digits.

#### 4-NC.B10.

Students will be expected to demonstrate an understanding of various treatments of remainders in division situations.

#### 4-NC.B11.

Students will be expected to solve and create word problems involving whole number computations.

#### 4-NC.B12.

Students will be expected to solve and create word problems involving adding and subtracting decimals (to hundredths).

#### 4-NC.B13.

Students will be expected to estimate sums and differences of whole numbers and decimals.

#### 4-NC.B14.

Students will be expected to estimate the product or quotient of 2- or 3-digit numbers and single-digit numbers.

#### 4-NC.B15.

Students will be expected to mentally solve appropriate addition and subtraction computations.

#### 4-NC.B16.

Students will be expected to mentally multiply 2-digit numbers by 10 or 100.

#### 4-NC.B2.

Students will be expected to demonstrate an understanding of multiplication meanings and applications.

#### 4-NC.B3.

Students will be expected to demonstrate an understanding of the various meanings of division.

#### 4-NC.B4.

Students will be expected to multiply 2- and 3-digit numbers by single-digit numbers concretely, pictorially, and symbolically.

#### 4-NC.B5.

Students will be expected to divide 2- and 3-digit whole numbers by a single-digit divisor.

#### 4-NC.B6.

Students will be expected to use models informally to add simple fractions with common denominators.

#### 4-NC.B7.

Students will be expected to demonstrate an understanding of the use of the open frame as a place holder for a digit on some occasions and for a number on other occasions.

#### 4-NC.B8.

Students will be expected to relate multiplication and division facts, using principles of these operations.

#### 4-NC.B9.

Students will be expected to demonstrate a knowledge of multiplication facts to 9 "" 9.

#### 4-P.G.

Students will represent and solve problems involving uncertainty.

#### 4-P.G1.

Students will be expected to predict probabilities as either close to 0, near 1, or near 1/2.

#### 4-P.G2.

Students will be expected to cite examples of everyday events with very high or very low probabilities.

#### 4-P.G3.

Students will be expected to predict whether one simple outcome is more or less likely than another.

#### 4-P.G4.

Students will be expected to use fractions to describe experimental probabilities.

#### 4-PR.C.

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

#### 4-PR.C1.

Students will be expected to demonstrate an understanding of the relationship between adding decimals and adding whole numbers.

#### 4-PR.C2.

Students will be expected to apply the pattern identified when multiplying by increasing powers of ten.

#### 4-PR.C3.

Students will be expected to use patterns to solve computation problems.

#### 4-PR.C4.

Students will be expected to understand how a change in either a or b in a + b, a """ b, a "" b, or a "" b will affect the result of the computation.

#### 4-PR.C5.

Students will be expected to represent multiplication facts either in a table or graphically.

#### 4-PR.C6.

Students will be expected to complete open sentences of the form a "" b = _, a "" _ = c, a "" b = _, and a "" _ = c.

#### SC4.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)

#### SC4.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.

#### SC4.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)

#### SC4.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.

#### SC4.SCO.1.1.

Habitats and Populations

#### SC4.SCO.1.1.1.

Students will be expected to identify questions to investigate the types of plants and/or animals at a local habitat using the terms habitat, population, and community (104-6, 204-1).

#### SC4.SCO.1.1.3.

Students will be expected to identify their own and their families' impact on habitats and describe how personal actions help conserve habitats (108-3, 108-6).

#### SC4.SCO.1.3.

Behavioural and Structural Features of Animals That Enable Them to Survive in Their Habitat

#### SC4.SCO.1.3.1.

Students will be expected to compare the external features, behavioural patterns, structural, and/or behavioural adaptations for an animal to survive a particular habitat, real or imagined (204-3, 300-1, 300-2, 302-2).

#### SC4.SCO.1.4.

Structural Features of Plants That Enable Them to Survive in Their Habitat

#### SC4.SCO.1.4.1.

Students will be expected to describe how scientists' knowledge of plant growth has led to agricultural and technological innovations and the impact on local and regional habitat issues (105-1, 106-4, 108-1).

#### SC4.SCO.1.5.1.

Students will be expected to classify organisms and draw diagrams to illustrate their role in a food chain (206-1, 302-3).

#### SC4.SCO.1.5.2.

Students will be expected to predict how the removal of a plant or animal population affects the rest of the community and relate habitat loss to the endangerment or extinction of plants and animals (301-1, 301-2).

#### SC4.SCO.2.1.1.

Students will be expected to describe properties of light that have led to the development of optical devices that enhance our ability to observe (106-1, 106-4).

#### SC4.SCO.2.1.2.

Students will be expected to compare and describe how light interacts with a variety of optical devices and construct an optical device that performs a specific function (107-1, 205-10, 303-8).

#### SC4.SCO.2.2.1.

Students will be expected to plan an investigation and communicate questions and ideas with others about light emitted from an object, its own or an external source (204-7, 207-1, 303-3).

#### SC4.SCO.2.3.

Light Radiates from a Source

#### SC4.SCO.2.3.1.

Students will be expected to observe, demonstrate, and make conclusions about how light travels and is dispersed from a variety of light sources (206-5, 303-2).

#### SC4.SCO.2.4.

Objects That Absorb, Transmit, and/or Reflect Light

#### SC4.SCO.2.4.1.

Students will be expected to investigate and predict how light interacts with a variety of objects (including changes in the location, shape, and relative size of a shadow) in order to determine whether the objects cast shadows, allow light to pass, and/or reflect light (303-4, 303-5).

#### SC4.SCO.2.4.2.

Students will be expected to classify objects as opaque, transparent, or translucent (206-1).

#### SC4.SCO.2.4.3.

Students will be expected to make observations and collect information about the reflective and refractive properties of various materials of different shapes (205-5).

#### SC4.SCO.2.5.1.

Students will be expected to demonstrate and describe how a variety of media can be used to change the direction of light (303-6).

#### SC4.SCO.2.6.1.

Students will be expected to demonstrate that white light can be separated into colours (dispersion) and follow a set of procedures to make and use a colour wheel (104-6, 205-3, 303-7).

#### SC4.SCO.3.1.

Objects That Make Sounds

#### SC4.SCO.3.1.1.

Students will be expected to identify objects by the sounds they make and describe examples of devices that enhance our abilities to hear and collect sound data (106-1, 107-1, 303-9).

#### SC4.SCO.3.2.1.

Students will be expected to relate vibrations to sound production and compare how vibrations travel differently through a variety of materials (303-10, 303-11).

#### SC4.SCO.3.3.

Pitch, Loudness, and Sound Technology

#### SC4.SCO.3.3.1.

Students will be expected to demonstrate and describe how the pitch and loudness of sounds can be modified; design, construct, and evaluate a device that has the ability to create sounds of variable pitch and loudness (104-1, 205-2, 206-7, 301-3).

#### SC4.SCO.3.4.

The Ear, Hearing Loss, and Noise Pollution

#### SC4.SCO.3.4.1.

Students will be expected to describe and illustrate how the human ear is designed to detect vibrations and compare the range of sound heard by humans to that heard by some animals (300-3, 300-4).

#### SC4.SCO.3.4.2.

Students will be expected to use decibel in descriptions of sound intensity while investigating the extent of noise pollution and how to reduce it around them and identify devices that produce loud sounds (104-6, 108-1).

#### SC4.SCO.3.4.3.

Students will be expected to identify examples of current sound research and technology, including Canadian contributions (105-1, 107-12, 205-8).

#### SC4.SCO.4.1.

Collecting and Comparing Rocks and Minerals

#### SC4.SCO.4.1.1.

Students will be expected to demonstrate respect for the local environment (108-3).

#### SC4.SCO.4.1.2.

Students will be expected to investigate rocks and minerals and record questions and observations (204-1, 205-7).

#### SC4.SCO.4.2.

Properties of Rocks and Minerals

#### SC4.SCO.4.2.1.

Students will be expected to explore physical properties of local rocks and minerals, using appropriate tools to collect and compare with those from other places (204-8, 205-5, 300-5, 300-6).

#### SC4.SCO.4.2.2.

Students will be expected to classify rocks and minerals by creating a chart or diagram that illustrates the classification scheme and compare results with others (104-4, 206-1, 207-2).

#### SC4.SCO.4.3.

Uses for Rocks and Minerals

#### SC4.SCO.4.3.1.

Students will be expected to relate characteristics of rocks and minerals to their uses (300-8).

#### SC4.SCO.4.4.

Erosion and Weathering

#### SC4.SCO.4.4.1.

Students will be expected to describe ways in which soil is formed from rocks and demonstrate and describe the effects of wind, water, and ice on the landscape (301-4, 301-5).

#### SC4.SCO.4.5.

Soil Formation and Composition

#### SC4.SCO.4.5.1.

Students will be expected to demonstrate and record a variety of methods of weathering and erosion, including human impact on the landscape (301-6, 108-6).

#### SC4.SCO.4.6.1.

Students will be expected to identify and describe rocks that contain records of Earth's history (300-7).

#### SC4.SCO.4.7.

Sudden and Significant Changes in the Land

#### SC4.SCO.4.7.1.

Students will be expected to describe natural phenomena that cause rapid and significant changes to the landscape (301-7).

#### SS.4.1.

Unit One: Exploration

#### SS.4.1.1.

Students will be expected to examine the concept of exploration.

#### SS.4.2.

Unit Two: The Nature of Exploration (Exploration over Time)

#### SS.4.2.1.

Students will be expected to examine the stories of various explorers of land, ocean, space, and ideas.

#### SS.4.2.2.

Students will be expected to analyze factors that motivate exploration.

#### SS.4.2.3.

Students will be expected to evaluate the impact of exploration over time.

#### SS.4.3.

Unit Three: Exploring Our World

#### SS.4.3.1.

Students will be expected to examine major physical features of the world.

#### SS.4.3.2.

Students will be expected to describe the main attributes of rivers, islands, mountains, and oceans.

#### SS.4.3.3.

Students will be expected to examine the relationship between humans and the physical environment.

#### SS.4.4.

Unit Four: Exploring the Landscapes of Canada

#### SS.4.4.1.

Students will be expected to describe the physical landscape of Canada.

#### SS.4.4.2.

Students will be expected to examine the human landscape of Canada.

#### SS.4.4.3.

Students will be expected to describe the political landscape of Canada.

#### SS.4.4.4.

Students will be expected to examine symbols associated with Canada's landscapes.

#### SS.4.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.4.A.1

Culture and Diversity

#### SS.4.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.4.B.1

Individuals, Societies, and Economic Decisions

#### SS.4.C.

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

#### SS.4.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.4.D.1

People, Place, and Environment

#### SS.4.E.

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

#### SS.4.E.1

Time, Continuity, and Change

#### SS.4.F.

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

#### SS.4.GCO.

Citizenship, Power, and Governance