# Nova Scotia Learning Outcomes — Grade 9

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#### 9-DM.F.

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

#### 9-DM.F2.

Students will be expected to sketch lines of best fit and determine their equations.

#### 9-DM.F4.

Students will be expected to select, defend, and use the most appropriate methods for displaying data.

#### 9-G.E.

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

#### 9-G.E2.

Students will be expected to make and apply informal deductions about the minimum sufficient conditions to guarantee a translation, a reflection, and a 180-degree rotation.

#### 9-G.E5.

Students will be expected to solve problems involving 3"""D shapes using visualization, reasoning, and geometric modelling.

#### 9-G.E6.

Students will be expected to recognize, name, describe, and represent arcs, chords, tangents, central angles, inscribed angles and circumscribed angles, and make generalizations about their relationships in circles.

#### 9-M.D.

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

#### 9-M.D1.

Students will be expected to apply rates, other ratios, and proportions in indirect measurement problems with particular focus on slopes.

#### 9-M.D3.

Students will be expected to relate the volumes of pyramids and cones to the volumes of corresponding prisms and cylinders.

#### 9-M.D4.

Students will be expected to estimate, measure, and calculate volumes and surface areas of pyramids, cones, and spheres and apply these measures.

#### 9-M.D5.

Students will be expected to demonstrate understanding of and apply ratios within similar triangles.

#### 9-NC.A.

Students will demonstrate number sense and apply number theory concepts.

#### 9-NC.A1.

Students will be expected to investigate problems involving square root and principal square root.

#### 9-NC.A2.

Students will be expected to graph and write in symbols and in words the solution set for equations and inequations involving integers and other real numbers.

#### 9-NC.A3.

Students will be expected to demonstrate an understanding of the meaning and uses of irrational numbers.

#### 9-NC.A4.

Students will be expected to interrelate subsets of the set of real numbers.

#### 9-NC.A5.

Students will be expected to compare and order real numbers.

#### 9-NC.A6.

Students will be expected to represent problem situations using matrices.

#### 9-NC.B.

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

#### 9-NC.B1.

Students will be expected to model, solve, and create problems involving real numbers.

#### 9-NC.B10.

Students will be expected to find quotients of polynomials with monomial divisors.

#### 9-NC.B11.

Students will be expected to evaluate polynomial expressions.

#### 9-NC.B12.

Students will be expected to factor algebraic expressions with common monomial factors concretely, pictorially, and symbolically.

#### 9-NC.B13.

Students will be expected to demonstrate an understanding of the applicability of commutative, associative, distributive, identity, and inverse properties to operations involving algebraic expressions.

#### 9-NC.B14.

Students will be expected to select and use appropriate strategies in problem situations.

#### 9-NC.B2.

Students will be expected to add, subtract, multiply, and divide rational numbers in fractional and decimal forms using the most appropriate methods.

#### 9-NC.B3.

Students will be expected to apply the order of operations in rational number computations.

#### 9-NC.B4.

Students will be expected to demonstrate an understanding of and apply the exponent laws for integral exponents.

#### 9-NC.B5.

Students will be expected to model, solve, and create problems involving numbers expressed in scientific notation.

#### 9-NC.B6.

Students will be expected to judge the reasonableness of results in problem situations involving square roots, rational numbers, and numbers written in scientific notation.

#### 9-NC.B7.

Students will be expected to model, solve, and create problems involving the matrix operations of addition, subtraction, and scalar multiplication.

#### 9-NC.B8.

Students will be expected to add and subtract polynomial expressions symbolically to solve problems.

#### 9-NC.B9.

Students will be expected to find products of two monomials, a monomial and a polynomial, and two binomials concretely, pictorially, and symbolically.

#### 9-P.G.

Students will represent and solve problems involving uncertainty.

#### 9-P.G1.

Students will be expected to make predictions of, and conduct experiments and simulations to determine, probabilities involving dependent and independent events.

#### 9-P.G2.

Students will be expected to determine theoretical probabilities of compound events.

#### 9-P.G3.

Students will be expected to compare experimental and theoretical probabilities.

#### 9-PR.C.

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

#### 9-PR.C1.

Students will be expected to represent patterns and relationships in a variety of formats and use these representations to predict and justify unknown values.

#### 9-PR.C2.

Students will be expected to interpret graphs that represent linear and non-linear data.

#### 9-PR.C3.

Students will be expected to construct and analyze tables and graphs to describe how changes in one quantity affect a related quantity.

#### 9-PR.C4.

Students will be expected to determine the equations of lines by obtaining their slopes and y-intercepts from graphs and sketch graphs of equations using y-intercepts and slopes.

#### 9-PR.C5.

Students will be expected to explain the connections among different representations of patterns and relationships.

#### 9-PR.C6.

Students will be expected to solve single-variable equations algebraically and verify the solutions.

#### 9-PR.C7.

Students will be expected to solve first-degree single-variable inequalities algebraically, verify the solutions, and display them on number lines.

#### 9-PR.C8.

Students will be expected to solve and create problems involving linear equations and inequalities.

#### SC9.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.

#### SC9.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.

#### SC9.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.

#### SC9.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.

#### SC9.SCO.1.1.

Physical and Chemical Changes

#### SC9.SCO.1.1.1.

Students will be expected to perform experiments, collect evidence, report findings, and demonstrate a knowledge of WHMIS standards in the laboratory (209-7, 111-6, 210-11).

#### SC9.SCO.1.1.2.

Students will be expected to investigate materials and describe them in terms of their physical properties (307-12).

#### SC9.SCO.1.1.3.

Students will be expected to describe changes in the properties of materials that result from some common chemical reactions (307- 13).

#### SC9.SCO.1.2.1.

Students will be expected to use models in describing the structure and components of atoms and molecules, and explain the appropriate operational definition (307-14, 208-7).

#### SC9.SCO.1.3.1.

Students will be expected to identify examples of common elements, and compare their characteristics and atomic structure (307- 15).

#### SC9.SCO.1.3.2.

Students will be expected to use the periodic table as a classification system and compile data about its structure (210-1, 210-2).

#### SC9.SCO.1.3.3.

Students will be expected to identify the elements and number of atoms, given a chemical formula (307-16).

#### SC9.SCO.1.3.4.

Students will be expected to provide examples of scientific knowledge that have resulted in the development of technologies (111-1).

#### SC9.SCO.1.3.5.

Students will be expected to provide examples of technologies that have enhanced, promoted, or made possible scientific research (111-4).

#### SC9.SCO.1.3.6.

Students will be expected to explain and provide examples of how society's needs for chemistry incorporate science, technology, and environment (112-3, 112-8).

#### SC9.SCO.2.1.1.

Students will be expected to describe the flow of charge in an electrical circuit and explain the factors affecting the circuit (109-14, 308-16).

#### SC9.SCO.2.1.2.

Students will be expected to investigate, in the laboratory, and compare qualitatively, static electricity and electric current (210-7, 308-15).

#### SC9.SCO.2.2.

Series and Parallel Circuits

#### SC9.SCO.2.2.1.

Students will be expected to describe series and parallel circuits involving varying resistance, voltage, and current (308-17).

#### SC9.SCO.2.2.2.

Students will be expected to rephrase questions in a testable form and clearly define practical problems (208-1).

#### SC9.SCO.2.2.4.

Students will be expected to identify and suggest explanations for discrepancies in data and identify potential sources of error and determine the amount of error in measurement (210-7, 210-10).

#### SC9.SCO.2.3.

Electricity, Energy, and the Environment

#### SC9.SCO.2.3.1.

Students will be expected to relate electrical energy to domestic power consumption costs (308-18).

#### SC9.SCO.2.3.2.

Students will be expected to determine quantitatively the efficiency of an electrical appliance that converts electrical energy to heat energy (308-19).

#### SC9.SCO.2.3.3.

Students will be expected to describe the transfer and conversion of energy from a generating station to the home (308-20).

#### SC9.SCO.2.3.4.

Students will be expected to make informed decisions and propose a course of action on science, technology, and social issues, including human and environmental needs for electricity and energy (113-9, 113-13).

#### SC9.SCO.3.1.1.

Students will be expected to describe theories on the formation of the solar system (312-1).

#### SC9.SCO.3.1.2.

Students will be expected to explain the need for new evidence in order to continually test existing theories about the composition and origin of our solar system and galaxies (110-6, 210-3).

#### SC9.SCO.3.1.3.

Students will be expected to describe theories on the origin and evolution of the universe (312-3).

#### SC9.SCO.3.2.1.

Students will be expected to describe and classify the major components of the universe (312-2).

#### SC9.SCO.3.2.2.

Students will be expected to describe and explain the apparent motion of celestial bodies (312-4).

#### SC9.SCO.3.3.1.

Students will be expected to describe the composition and characteristics of the components of the solar system (312-5).

#### SC9.SCO.3.3.2.

Students will be expected to explain the need for new evidence in order to continually test existing theories and identify new questions that arise (210-16).

#### SC9.SCO.3.3.3.

Students will be expected to describe the effects of solar phenomena on Earth (312-6).

#### SC9.SCO.3.3.4.

Students will be expected to propose alternative solutions to space life, develop a plan and data, and defend, with a report, your group's position (208-4, 209-4, 211-1, 211-3, 211-5).

#### SC9.SCO.4.1.1.

Students will be expected to illustrate and describe the basic processes of mitosis and meiosis (304-11).

#### SC9.SCO.4.1.2.

Students will be expected to identify major shifts in scientific world views (110-3).

#### SC9.SCO.4.1.3.

Students will be expected to compile and report data and predict values of variables by doing activities on cell populations (210-6, 210-4).

#### SC9.SCO.4.2.1.

Students will be expected to identify questions and investigate, in the laboratory, the reproduction of plants and communicate findings (208-2, 211-2).

#### SC9.SCO.4.2.2.

Students will be expected to distinguish between sexual and asexual reproduction in representative organisms (305-2).

#### SC9.SCO.4.2.3.

Students will be expected to compare sexual and asexual reproduction in terms of their advantages and disadvantages (305-3).

#### SC9.SCO.4.3.1.

Students will be expected to provide examples that arise at home, in an industrial setting, or in the environment that cannot be solved using scientific and technological knowledge (113-10).

#### SC9.SCO.4.3.2.

Students will be expected to discuss factors that may lead to changes in a cell's genetic information (305-5).

#### SC9.SCO.4.3.3.

Students will be expected to select and integrate genetics information from various sources and apply criteria for evaluating evidence and sources of information (209-5, 210-8).

#### SC9.SCO.4.3.4.

Students will be expected to provide examples of science and technology, including Canadian, that have contributed to and developed genetic knowledge (111-1, 112-12).

#### SS.9.1.

Theme One: Physical Setting

#### SS.9.1.1.

Students will be expected to identify and locate the Atlantic region in the Canadian, North American, and global contexts.

#### SS.9.1.2.

Students will be expected to describe the area, size, and physical features of Atlantic Canada.

#### SS.9.1.3.

Students will be expected to identify the basic weather and climatic patterns of Atlantic Canada.

#### SS.9.1.4.

Students will be expected to link human activity to the natural resources of the Atlantic region.

#### SS.9.1.5.

Students will be expected to identify and trace population and settlement patterns affecting Atlantic Canadians from Aboriginal to early new-world migration to the present day.

#### SS.9.2.

Theme Two: Culture

#### SS.9.2.1.

Students will be expected to examine and develop a general concept of culture.

#### SS.9.2.2.

Students will be expected to examine and describe contemporary culture in the Atlantic Canadian context and its connections to other global cultures.

#### SS.9.2.3.

Students will be expected to demonstrate an understanding of the local and global factors that have shaped the culture(s) of Atlantic Canada.

#### SS.9.2.4.

Students will be expected to demonstrate an understanding of the nature of the cultural, ethnic, and linguistic groups in Atlantic Canada.

#### SS.9.2.5.

Students will be expected to demonstrate an understanding of the issues and events surrounding cross-cultural understanding at the local, regional, and global levels.

#### SS.9.2.6.

Students will be expected to demonstrate an understanding of and appreciation for the link between culture and occupations/lifestyles in Atlantic Canada.

#### SS.9.2.7.

Students will be expected to demonstrate an understanding of the local and global forces that cause cultures to constantly change.

#### SS.9.2.8.

Students will be expected to explain how Atlantic Canadians shape political culture by exercising power and influencing political decisions.

#### SS.9.3.

Theme Three: Economics

#### SS.9.3.1.

Students will be expected to examine and explain the role that basic economic principles play in daily life.

#### SS.9.3.2.

Students will be expected to demonstrate an understanding of the role of economics in Atlantic Canadian society.

#### SS.9.3.3.

Students will be expected to evaluate the importance of economics in entrepreneurship.

#### SS.9.3.4.

Students will be expected to examine and explain the contribution of the primary, secondary, tertiary, and quaternary sectors of the economy of Atlantic Canada.

#### SS.9.3.5.

Students will be expected to analyze local, regional, and global economic patterns and related issues that are challenging Atlantic Canadians.

#### SS.9.3.6.

Students will be expected to identify and demonstrate an understanding of trade and other economic linkages among Atlantic Canada and the national and global communities.

#### SS.9.4.

Theme Four: Technology

#### SS.9.4.1.

Students will be expected to develop a concept of technology and explain its regional and global applications.

#### SS.9.4.2.

Students will be expected to examine and describe the historical application of technology in the Atlantic region.

#### SS.9.4.3.

Students will be expected to demonstrate an understanding of how technology has affected employment and the standard of living in Atlantic Canada.

#### SS.9.4.4.

Students will be expected to analyze how technology affects transportation and communications in the Atlantic region.

#### SS.9.4.5.

Students will be expected to examine and describe the effects of technology on manufacturing in the Atlantic region.

#### SS.9.4.6.

Students will be expected to analyze the effect of technology on resource industries in Atlantic Canada.

#### SS.9.4.7.

Students will be expected to evaluate the effects of technology on recreation, home life, and community life.

#### SS.9.5.

Theme Five: Interdependence

#### SS.9.5.1.

Students will be expected to explore his/her concept of world view and explain the factors that influence and are influenced by it.

#### SS.9.5.2.

Students will be expected to examine and analyze how Atlantic Canadians are members of the global community through different interconnected systems.

#### SS.9.5.4.

Students will be expected to demonstrate an understanding that the future well-being of Atlantic Canada involves co-operation with the national and global communities.

#### SS.9.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.9.A.1

Individuals, Societies, and Economic Decisions

#### SS.9.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.9.B.1

People, Place, and Environment

#### SS.9.C.

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

#### SS.9.C.1

Culture and Diversity

#### SS.9.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.9.E.

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

#### SS.9.E.1

Time, Continuity, and Change

#### SS.9.F.

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

#### SS.9.GCO.

Citizenship, Power, and Governance