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Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Nova Scotia Learning Outcomes if your intention constitutes fair use.

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

Students will be expected to communicate through example the distinction between biased and unbiased sampling, and first and second-hand data.

Students will be expected to formulate questions for investigation from relevant contexts.

Students will be expected to select, defend, and use appropriate data collection methods and evaluate issues to be considered when collecting data.

Students will be expected to construct appropriate data displays, grouping data where appropriate and taking into consideration the nature of the data.

Students will be expected to read and make inferences for grouped and ungrouped data displays.

Students will be expected to formulate statistics projects to explore current issues from within mathematics, other subject areas, or the world of students.

Students will be expected to determine measures of central tendency and how they are affected by data presentations and fluctuations.

Students will be expected to draw inferences and make predictions based on the variability of data sets, using range and the examination of outliers, gaps, and clusters.

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

Students will be expected to recognize, name, describe, and construct polygons.

Students will be expected to predict and generate polygons that can be formed with a transformation or composition of transformations of a given polygon.

Students will be expected to make and apply generalizations about the properties of regular polygons.

Students will be expected to make and apply generalizations about tessellations of polygons.

Students will be expected to construct polyhedra using one type of regular polygonal face, and describe and name the resulting Platonic Solids.

Students will be expected to construct semi-regular polyhedra and describe and name the resulting solids, and demonstrate an understanding about their relationships to the Platonic Solids.

Students will be expected to make and apply generalizations about angle relationships.

Students will be expected to make and apply generalizations about the commutativity of transformations.

Students will be expected to make and apply informal deductions about the minimum and sufficient conditions to guarantee that a given triangle is of a particular type.

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

Students will be expected to identify, use, and convert among the SI units to measure, estimate, and solve problems that relate to length, area, volume, mass, and capacity.

Students will be expected to apply concepts and skills related to time in problem situations.

Students will be expected to develop and use rate as a tool for solving indirect measurement problems in a variety of contexts.

Students will be expected to demonstrate an understanding of the relationships among diameter, radii, and circumference of circles, and use the relationships to solve problems.

Students will demonstrate number sense and apply number theory concepts.

Students will be expected to model and use power, base, and exponent to represent repeated multiplication.

Students will be expected to illustrate, explain, and express ratios, fractions, decimals, and percents in alternative forms.

Students will be expected to demonstrate number sense for percent.

Students will be expected to represent integers (including zero) concretely, pictorially, and symbolically, using a variety of models.

Students will be expected to rename numbers among exponential, standard and expanded forms.

Students will be expected to rewrite large numbers from standard form to scientific notation and vice versa.

Students will be expected to solve and create problems involving common factors and greatest common factors (GCF).

Students will be expected to solve and create problems involving common multiples and least common multiples (LCM).

Students will be expected to develop and apply divisibility rules for 3, 4, 6, and 9.

Students will be expected to apply patterning in renaming numbers from fractions and mixed numbers to decimal numbers.

Students will be expected to rename single-digit and double-digit repeating decimals to fractions through the use of patterns, and use these patterns to make predictions.

Students will be expected to compare and order proper and improper fractions, mixed numbers, and decimal numbers.

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

Students will be expected to use estimation strategies to assess and justify the reasonableness of calculation results for integers and decimal numbers.

Students will be expected to create and solve problems that involve the use of percent.

Students will be expected to add and subtract integers concretely, pictorially, and symbolically to solve problems.

Students will be expected to multiply integers concretely, pictorially, and symbolically to solve problems.

Students will be expected to divide integers concretely, pictorially, and symbolically to solve problems.

Students will be expected to solve and pose problems that utilize addition, subtraction, multiplication, and division of integers.

Students will be expected to apply the order of operations to integers.

Students will be expected to create and evaluate simple variable expressions by recognizing that the four operations apply in the same way as they do for numerical expressions.

Students will be expected to distinguish between like and unlike terms.

Students will be expected to add and subtract like terms by recognizing the parallel with numerical situations, using concrete and pictorial models.

Students will be expected to use mental math strategies for calculations involving integers and decimal numbers.

Students will be expected to demonstrate understanding of the properties of operations with decimal numbers and integers.

Students will be expected to determine and use the most appropriate computational method in problem situations involving whole numbers and/or decimals.

Students will be expected to apply the order of operations for problems involving whole and decimal numbers.

Students will be expected to estimate sum or difference of fractions when appropriate.

Students will be expected to multiply mentally a fraction by whole numbers and vice versa.

Students will be expected to estimate and determine percent when given the part and the whole.

Students will be expected to estimate and determine the percent of a number.

Students will be expected to solve probability problems, using simulations and by conducting experiments.

Students will be expected to identify all possible outcomes of two independent events, using tree diagrams and area models.

Students will be expected to create and solve problems, using the numerical definition of probability.

Students will be expected to compare experimental results with theoretical results.

Students will be expected to use fractions, decimals, and per cents as numerical expressions to describe probability.

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

Students will be expected to describe a pattern, using written and spoken language and tables and graphs.

Students will be expected to summarize simple patterns, using constants, variables, algebraic expressions, and equations, and use them in making predictions.

Students will be expected to explain the difference between algebraic expressions and algebraic equations.

Students will be expected to solve one- and two-step single-variable linear equations, using systematic trial.

Students will be expected to graph linear equations, using a table of values.

Students will be expected to interpolate and extrapolate number values from a given graph.

Students will be expected to determine if an ordered pair is a solution to a linear equation.

Students will be expected to construct and analyze graphs to show how change in one quantity affects a related quantity.

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.

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.

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.

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.

Students will be expected to analyze and compare data to determine patterns and trends on some catastrophic events that occur on or near Earth's surface (210-6, 311-1, 311-4, 311-5).

Students will be expected to describe theories from the past to present plate tectonics, including Canadian examples (110-1, 110-4, 112-12).

Students will be expected to organize and develop a chronological model or geological time scale of major events in Earth's history (209-4, 311-6).

Students will be expected to classify minerals and rocks on the basis of their characteristics and method of formation, and compare with classification keys (210-1, 310-2).

Students will be expected to collaboratively plan and construct a geological land mass profile using simulated core sampling (211-3, 211-4, 210-12).

Students will be expected to explore and describe the composition of Earth's crust, using common samples, scientific studies, and society's needs (109-7, 111-2, 310-1).

Students will be expected to investigate and explain various ways in which rocks can be weathered and explain the rock cycle (311-2, 208-2).

Students will be expected to relate various meteorological, geological, and biological processes to the formation of soils (311-3).

Students will be expected to investigate and discuss procedures and expenditures for enriching soils, providing science and technology examples (112-7, 113-7).

Students will be expected to examine and separate the components of a variety of mixtures, safely using materials in a laboratory (209-6, 307-2).

Students will be expected to distinguish between pure substances and mixtures, using the particle theory of matter (307-1).

Students will be expected to apply criteria for evaluating evidence and describe, in a laboratory, the characteristics of solutions, using the particle model of matter (208-10, 307-3).

Students will be expected to demonstrate a knowledge of WHMIS standards by using proper techniques for handling and disposing of materials (209-7).

Students will be expected to predict the solubility of a solute by interpolating or extrapolating from graphical data (210-4).

Students will be expected to identify and explain examples of mixtures and solutions that have an impact on development in science, technology, and environment (112-7, 113-1).

Students will be expected to describe the science underlying particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems (111-5).

Students will be expected to construct, test, and produce data using an air thermometer (208-8, 210-13, 210-2).

Students will be expected to compare and demonstrate how to use and read various instruments used to measure temperature from the past to present technologies (308-1, 209-3, 110-7).

Students will be expected to explain how each state of matter, including changes of state, react to changes in temperature, using the particle model of matter (308-3, 308-4).

Students will be expected to explain temperature, using the concept of kinetic energy and the particle model of matter (308-2).

Students will be expected to compare transmission of heat by conduction, convection, and radiation (308-5).

Students will be expected to differentiate between science and technology applications of how heat affects lives (111-5, 113-4).

Students will be expected to investigate in a laboratory and describe in various formats how surfaces absorb radiant heat (308-6, 211-2).

Students will be expected to identify examples of science- and technology-based careers that use heat and temperature (112-9).

Students will be expected to describe, with examples, our heat needs and insulating technologies from the past to present (112-1, 109-4).

Students will be expected to identify the roles of producers, consumers, and decomposers in a local ecosystem and describe both their diversity and their interactions (304-2).

Students will be expected to identify questions, investigate, and record collected data on the ecosystem's components using materials effectively (208-2, 208-3, 210-1).

Students will be expected to describe interactions between biotic and abiotic factors in an ecosystem (306-3).

Students will be expected to distinguish and explain how biological classification reflects the diversity of life on Earth, using specific terms and characteristics (304-1, 109-1, 109-12).

Students will be expected to describe how matter is recycled in an ecosystem and evaluate potential applications of energy transformations (306-2, 210-2).

Students will be expected to describe how energy is supplied to, and how it flows through, the structures and interactions in a natural system, using charts, diagrams, and terminology (306-1, 111-6, 210-3).

Students will be expected to identify signs of ecological succession in a local ecosystem and predict its future based on characteristics and succession (306-4, 208-5).

Students will be expected to defend a proposal to protect a habitat and provide examples of various issues that can be addressed in multiple ways (113-11, 211-5, 113-10).

Students will be expected to research individuals/groups in Canada that focus on the environment, using various print and electronic sources (112-4, 112-8, 209-5).

Students will be expected to analyze how commodities that lead to economic empowerment have changed.

Students will be expected to investigate the various ways economic systems empower or disempower people.

Students will be expected to analyze trends that could impact future economic empowerment.

Students will be expected to evaluate the conditions of everyday life for diverse peoples living in British North America in the mid-1800s, including Aboriginal peoples, African-Canadians, and Acadians.

Students will be expected to analyze how the struggle for responsible government was an issue of political empowerment and disempowerment.

Students will be expected to analyze the internal and external factors that led to Confederation.

Students will be expected to examine the political structure of Canada as a result of Confederation.

Students will be expected to explain how the expansion and development of Canada during the 1870s and early 1880s affected its various peoples and regions.

Students will be expected to analyze the events of the Northwest Rebellion to determine its impact on internal relations in Canada.

Students will be expected to analyze the degree of empowerment and disempowerment for Aboriginal peoples in present day Atlantic Canada during this period.

Students will be expected to analyze the struggle for empowerment by new cultural groups immigrating to Canada between 1870 and 1914.

Students will be expected to evaluate the conditions of everyday life for the peoples of Canada at the turn of the 20th century.

Students will be expected to describe the impact of the Industrial Revolution on industry and workers in Newfoundland and Labrador, the Maritimes, and across Canada.

Students will be expected to examine how women became more empowered through their role in the social reform movements of the late 19th and early 20th centuries.

Students will be expected to examine how events in the early 20th century led Canada toward independence.

Students will be expected to explain Canada's participation in WWI.

Students will be expected to demonstrate an understanding of the impact of WWI on Canada and her people.

Students will be expected to portray an understanding of the extent of empowerment of individuals, groups, and the nation up to 1920.

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.

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.

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

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.

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

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

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