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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 sketch lines of best fit and determine their equations.

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

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

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.

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

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.

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

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

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

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

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

Students will demonstrate number sense and apply number theory concepts.

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

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.

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

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

Students will be expected to represent problem situations using matrices.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Students will be expected to compare experimental and theoretical probabilities.

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

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

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

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

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.

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

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

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

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

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

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

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

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).

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

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

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

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

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

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).

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).

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

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

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

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).

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

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

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

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).

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

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).

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

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

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

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

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).

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

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).

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

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

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

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

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

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

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).

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

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).

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).

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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.

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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