Gizmos for Nova Scotia - Mathematics: 9th Grade (Mathematics Curriculum adopted 2022)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

N: : Number

N01: : Students will be expected to demonstrate an understanding of powers with integral bases (excluding base 0) and whole number exponents by representing repeated multiplication using powers, using patterns to show that a power with an exponent of zero is equal to one, and solving problems involving powers.

N01.03: : Express a given power as a repeated multiplication.

N01.04: : Express a given repeated multiplication as a power.

N02: : Students will be expected to demonstrate an understanding of operations on powers with integral bases (excluding base 0) and whole number exponents. (a^m)(a^n) = a^(m + n); a^m/a^n = a^(m - n), m > n; (a^m)^n = a ^(mn); (ab)^m = (a^m)(b^m); (a/b)^n = a^n/b^n, b not equal to 0.

N02.01: : Explain, using examples, the exponent laws of powers with integral bases (excluding base 0) and whole number exponents.

N02.02: : Evaluate a given expression by applying the exponent laws.

N02.05: : Identify the error(s) in a given simplification of an expression involving powers.

N03: : Students will be expected to demonstrate an understanding of rational numbers by comparing and ordering rational numbers and solving problems that involve arithmetic operations on rational numbers.

N03.01: : Order a given set of rational numbers in fraction and decimal form by placing them on a number line.

N03.02: : Identify a rational number that is between two given rational numbers.

N03.03: : Solve a given problem involving operations on rational numbers in fraction or decimal form.

N04: : Students will be expected to explain and apply the order of operations, including exponents, with and without technology.

N04.01: : Solve a given problem by applying the order of operations without the use of technology.

N04.02: : Solve a given problem by applying the order of operations with the use of technology.

N04.03: : Identify the error in applying the order of operations in a given incorrect solution.

N05: : Students will be expected to determine the exact square root of positive rational numbers.

N05.01: : Determine whether or not a given rational number is a square number and explain the reasoning.

N05.02: : Determine the square root of a given positive rational number that is a perfect square.

N05.04: : Determine a positive rational number, given the square root of that positive rational number.

N06: : Students will be expected to determine an approximate square root of positive rational numbers.

N06.01: : Estimate the square root of a given rational number that is not a perfect square, using the roots of perfect squares as benchmarks.

N06.02: : Determine an approximate square root of a given rational number that is not a perfect square, using technology (e.g., a calculator, a computer).

N06.04: : Identify a number with a square root that is between two given numbers.

PR: : Patterns and Relations

PR01: : Students will be expected to generalize a pattern arising from a problem-solving context using a linear equation and verify by substitution.

PR01.01: : Write an expression representing a given concrete, pictorial, oral, and/or written pattern.

PR01.02: : Write a linear equation to represent a given context.

PR01.03: : Describe a context for a given linear equation.

PR01.04: : Solve, using a linear equation, a given problem that involves concrete, pictorial, oral, and/or written linear patterns.

PR02: : Students will be expected to graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.

PR02.02: : Graph a given linear relation, including horizontal and vertical lines.

PR02.07: : Solve a given problem by graphing a linear relation and analyzing the graph.

PR03: : Students will be expected to model and solve problems, where a, b, c, d, e, and f are rational numbers, using linear equations of the form ax = b; x/a = b, a not equal to 0; ax + b = c; x/a + b = c, a not equal to 0; ax = b + cx; a(x + b) = c; ax + b = cx + d; a(bx + c) = d(ex + f); or a/x = b, x not equal to 0.

PR03.01: : Solve the given linear equation, using concrete and pictorial representations, and record this process symbolically.

PR03.03: : Solve a given linear equation symbolically.

PR03.04: : Identify and correct an error in a given incorrect solution of a linear equation.

PR03.05: : Represent a given problem, using a linear equation.

PR03.06: : Solve a given problem, using a linear equation, and record the process.

PR04: : Students will be expected to explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context.

PR04.01: : Translate a given problem into a single variable linear inequality, using the symbols greater than or equal to, >, <, or less than or equal to.

PR04.02: : Determine if a given rational number is a possible solution of a given linear inequality.

PR04.03: : Generalize and apply a rule for adding or subtracting a positive or negative number to determine the solution of a given inequality.

PR04.04: : Generalize and apply a rule for multiplying or dividing by a positive or negative number to determine the solution of a given inequality.

PR04.05: : Solve a given linear inequality algebraically, and explain the process orally or in written form.

PR04.06: : Compare and explain the process for solving a given linear equation to the process for solving a given linear inequality.

PR04.07: : Graph the solution of a given linear inequality on a number line.

PR04.09: : Verify the solution of a given linear inequality, using substitution for multiple elements in the solution.

PR04.10: : Solve a given problem involving a single variable linear inequality, and graph the solution.

PR05: : Students will be expected to demonstrate an understanding of polynomials (limited to polynomials of degree less than or equal to 2).

PR05.01: : Create a concrete model and/or a pictorial representation for a given polynomial expression.

PR06: : Students will be expected to model, record, and explain the operations of addition and subtraction of polynomial expressions, concretely, pictorially, and symbolically (limited to polynomials of degree less than or equal to 2).

PR06.01: : Model addition of two given polynomial expressions, concretely and/or pictorially, and record the process. symbolically.

PR06.03: : Identify like terms in a given polynomial expression.

PR06.06: : Identify the error(s) in a given simplification of a given polynomial expression.

G: : Geometry

G01: : Students will be expected to determine the surface area of composite 3-D objects to solve problems.

G02.03: : Solve a given problem involving surface area.

SP: : Statistics and Probability

SP01: : Students will be expected to describe the effect on the collection of data of bias, use of language, ethics, cost, time and timing, privacy, and cultural sensitivity.

SP01.02: : Provide examples to illustrate how bias, use of language, ethics, cost, time and timing, privacy, or cultural sensitivity may influence data.

Correlation last revised: 3/27/2023

Nova Scotia - Mathematics: 9th Grade

Mathematics Curriculum | Adopted: 2022

N: : Number

PR: : Patterns and Relations

G: : Geometry

SP: : Statistics and Probability