Learning Outcomes for National

Assessment in the Learning Areas of:

Reading - Mathematics – Science

2023
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

2
‫يم‬
‫الر ِح ِ‬
‫الر ْح َمـ ِٰن َّ‬
‫ِب ْس ِم اللَّ ِـه َّ‬

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

4
Contents list

Introduction 06

Target group 07

Goals 08

Scope 09

Reading Domain 11

Mathematics Domain 19

Science Domain 53

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Introduction
The Specialized learning outcomes document is a practical ap-
plication of the reference framework for national assessment, which
the Education and Training Evaluation Commission developed in co-
ordination with the Ministry of Education. Its second issuance was
approved by the Commission’s Board of Directors in its fourth meet-
ing on 10/11/2020, based on the Council of Ministers Resolution No.
(108), 14/2/1440 AH, which includes paragraphs (2 and 6) of Article
4. “ Evaluating the performance of schools, higher education institu-
tions and training institutions, and periodically accrediting them ac-
cording to the standards approved by the Council, also building and
implementing Educational measures and standardized tests, such as
university admission assessments, national assessment in general
education stages related to the evaluation of general education, train-
ing, professional, linguistic, and cognitive assessments etc.

This document provides guidance for the preparation of large-

scale assessments, measures, and tools, along with their application
guides. It also covers the production of reports and studies at each
stage of the assessment process. The purpose is to evaluate school
performance and provide reliable cumulative data for decision-mak-
ers. The data relates to the level of learners and schools achieving the
targeted learning outcomes in the national evaluation of specialized
learning outcomes. It provides comparable performance indicators at
the national level and monitors progress over successive periods for
learning outcomes in the targeted areas for 2023 in reading, math-
ematics, and natural sciences, in addition to comparing their results
with relevant international studies, which is a vital source to support
the development of teaching and learning practices in schools and
improve learners’ learning.

This document was prepared by utilizing the results of the na-

tional tests, measures, and accompanying tools that the Commission
implemented for the fourth and eighth grades in 2018 and analyz-
ing international practices that focused on the quality of education
outputs and learning outcomes to prepare the learners for life and
future jobs. This was based on national evaluation results according
to scientific methodologies that determine by learners’ knowledge
and skills, as well as their ability to do them in targeted areas (read-
ing, mathematics, natural sciences), and to employ them to address
the problems and face challenges in a rapidly changing era shifting
towards a knowledge economy and competing in it.

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 Target group:

National assessments are applied to a representative

grade sample in the targeted schools, representing the end
of each academic stage expressed by learning levels, in line
with their distinctive characteristics, learners’ needs and abil-
ities. Moreover, it covers all public, private, and international
schools in Saudi Arabia as follows:

All third-grade learners’ sample in the targeted

schools: The national assessments covers the
measurement of knowledge and cognitive skills
01 learning outcomes that learners have learned
in reading and mathematics areas for grades
(1-3).

All sixth-grade learners’ in the targeted schools:

The national assessments covers the measure-

02 ment of knowledge and cognitive skills learn-

ing outcomes that learners have learned in the
reading, mathematics, and science areas for
grades (4-6).

All ninth-grade learners in the targeted schools:

The national assessments covers the measure-

03
ment of knowledge and cognitive skills learn-
ing outcomes that learners have learned in the
reading, mathematics, and science areas for
grades (7-9).

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Goals

This document was prepared for national assessment

purposes in the areas of reading, mathematics, and natural
sciences, to achieve the following objectives:

Periodic monitoring of progress levels of the

learners and school’s performance for the ar-
eas of reading, mathematics, and natural sci-
ences at all stages of education in Saudi Arabia.

Monitor the level of progress in the performance

of learners and schools in the reading, mathe-
matics, and science areas at different stages of
education in the Kingdom of Saudi Arabia peri-
odically.

Expose learners’ achievement of basic learn-

ing outcomes in the reading, mathematics, and
natural sciences areas in line with the national
standards, to support the learning for all princi-
ple according to a scientific methodology.

Employ the national assessment results in the

areas of reading, mathematics, and natural sci-
ences in evaluating general education schools.,
as a standardized indicator for evaluating the
schools’ performance.

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 Scope:

This document covers the learning outcomes in the read-

ing, mathematics, and natural sciences areas. It is used to
guide the measurement processes of achievement levels of
the outcomes among learners in the target grades. It applies
large-scale assessment, accompanying measures, and as-
sessment tools, then analyzes their results and subsequent
studies. It primarily focuses on designing large-scale national
assessments for measuring learning outcomes that represent
a description of what the learner should know, understand,
and be able to do at the end of each class of the target learn-
ing levels.

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

10
Targeted Levels in
the Reading Domain

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Table (1): Third Grade Reading Learning Outcomes and Indicators

Reading Domain (2) – Grade Three (3)

Learning Outcomes Indicators
1. Reading
1.1 Vocabulary Acquisition and Use of Verbal Semantics
By the end of third grade (3), the student will demonstrate proficiency in:
3.2.1.1.1 Identifying vocabulary mean- 1. Identifying the synonyms and antonyms of vocabulary
ings in the text, their synonyms, and mentioned in the text and clarifying their meanings.
antonyms, classifying them according
to meanings and types in terms of 2. Classifying vocabulary according to meanings, type
number and type, and using them (masculine-feminine), (noun-verb-letter), and number
in meaningful sentences and new (singular-two-plural).
contexts.
3. Using vocabulary in meaningful sentences and new
linguistic contexts.
2. Reading
2.1 Reading Comprehension
3.2.1.1.2 Identifying explicit ideas in 1. Determining the goal of the text and identifying the
the text, determining facts, interpret- main idea in a paragraph.
ing and analyzing them, and deter-
mining text type. 2. Answering detail and explanatory questions about
direct information in the text and determining its type.
3. Identifying the components and elements of the text,
and arranging events, ideas, or information according to
their occurrence.
4. Determining causes, results, and relationships, and
describing motives and actions of the characters in a text.
5. Inferring similarities and differences in the text and
linking causes to results.
3.2.1.1.3 Distinguishing between mul- 1. Distinguishing between given phrases in the read text,
tiple expressions, expressing opinion identifying phrases and aesthetic expressions and ex-
about points of view, and proposing pressing his/her opinion about them.
alternatives.
2. Expressing his/her opinion and points of view on the
subject of the read text with appropriate justifications.
3. Identifying a given opinion about the completeness or
clarity of the information contained in the text and justify-
ing his/her opinion.
4. Evaluating the fact possibility of occurrence for the
events described by the writer and the potential of their
occurrence.
5. Suggesting a title, an ending different from the end of
the read text, and solutions to problems or ideas ap-
peared within.

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Table (2): Learning Outcomes Targeted by the end of Grade (6) and its detailed indicators
and classification in the Reading Domain (2)

Reading Domain (2) – Grade Six (6)

Learning Outcome Indicators
1. Reading
1.1 Vocabulary Acquisition and Use of Verbal Semantics
By the end of third grade (6), the student will demonstrate proficiency in:
6.2.1.1.1 Inferring synonyms and 1. Inferring synonyms of vocabulary mentioned in
meanings of vocabulary men- the text and explaining the meanings of vocabulary
tioned in the read text, distin- whose connotations have changed with context.
guishing vocabulary that is similar 2. Distinguishing vocabulary similar in meaning and
in meaning, giving examples, and giving examples in meaningful sentences and differ-
using vocabulary, synonyms and ent reading contexts.
3. Classifying synonyms and antonyms that are simi-
antonyms in meaningful sentenc-
lar in meaning according to their purpose in the text.
es.
4. Using vocabulary, their synonyms and antonyms
in meaningful sentences and different reading con-
texts.
2. Reading
2.1 Reading Comprehension
6.2.1.1.2 Distinguishing the main 1. Answering questions about direct information and
and sub-ideas of the read text, in- facts within a text and distinguishing the text type
ferring its facts, interpreting, and (poetry/prose- nonfiction/fiction), its purpose, topic,
analyzing it, and determining its and function.
type, purpose, and function. 2. Identifying information in the text (read and ob-
served), comparing two or more concepts in the text,
and deriving similarities and differences between
them.
3. Distinguishing the main, sub and implicit ideas,
comparing their relationships and links, and deriving
similarities and differences.
4. Describing characters and events in the text,
distinguishing relationships between characters, and
arranging and rearranging events.
5. Deducing phenomena and events from text and
linking them to reality based on the text.

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Reading Domain (2) – Grade Six (6)

Learning Outcome Indicators
6.2.1.1.3 Distinguishing between 1. Distinguishing between phrases, sentences and
phrases, sentences, and ideas of ideas of the read text, and defining the phrases and
the read text and evaluating and aesthetic expressions, and expressing his/her opin-
criticizing it. expressing an opinion ion about them.
about the author’s point of view, 2. Expressing his/ her opinion about the values and
values and attitudes, proposing attitudes mentioned in the text and giving justifica-
alternatives and solutions, and tion.
3. Proposing a different title, beginning, or conclu-
using means of persuasion and
sion, rephrasing a text or a paragraph in his/her
reasoning.
language and style, and organizing the information
of the text in graphic organizers.
4. Using persuasion and reasoning to support an
idea or opinion from options.
5. Employing the gist and ideas of the text in propos-
ing solutions to school, life, or societal problems.

Table (3): Learning Outcomes Targeted by the end of Grade (9) and its detailed indicators
and classification in the Reading Domain (2)

Reading Domain (2) – Grade Nine (9)

Learning Outcomes Indicators
1. Reading
1.1 Vocabulary Acquisition and Use of Verbal Semantics
By the end of third grade (9), the student will demonstrate proficiency in:
9.2.1.1.1 Inferring and classify- 1. Inferring the meanings of vocabulary through
ing the semantics of vocabulary, employing his/her previous experiences (synonymy,
through synonymy, antonymy, antonymy, context, interpretation, definition, classifi-
context, interpretation, definition, cation, and representation).
classification, representation, and 2. Classifying vocabulary and the relationship be-
using them in new contexts. tween them according to their semantics.
3.Using vocabulary in new contexts.

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Reading Domain (2) – Grade Nine (9)
Learning Outcomes Indicators
2. Reading
2.1 Reading Comprehension
1. Answering questions about the text’s indirect
information, defining its topic, and asking questions
9.2.1.1.2 Eliciting the main and
(explanatory, deductive, analytical, or critical).
sub-ideas of a long and complex
2. Eliciting the main and sub ideas from the text or
text, deducing implicit ideas,
one of its paragraphs, deducing the main intent that
distinguishing, interpreting, and
leads to a series of argumentative sentences, and
analyzing them.
identifying the prominent elements in the text, such
as: time, place, characters and events.
3. Implicating ideas and points of similarity and
difference in a text, or between more than one text,
in terms of: (type of examples, strength of evidence,
language and style) and explaining them based on
the text some phenomena or events, comparing, and
linking them to life situations.
4. Explaining the relationships and links between
parts of one text or more than one text, and com-
paring information contained in more than one text,
or between two texts having the same idea, or two
contradictory ideas.
5. Analyzing the texts in terms of (chronological and
spatial order, importance, comparison, contrast,
general issue and supporting evidence).
6. Distinguishing between facts and opinions in given
texts, and between direct and indirect expressions
contained in a single text or in more than one given
text.

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Reading Domain (2) – Grade Nine (9)

Learning Outcomes Indicators

9.2.1.1.3 Distinguishing between 1. Distinguishing between phrases, sentences, ideas

the phrases, sentences, ideas and and paragraphs of the read text, and identifying the
paragraphs of the read text, eval- use of specific structure for certain expressions and
uate, and criticizing it, expressing enriching the text with expressions of his/her own
an opinion on the writer’s point of creation.
view, values and attitudes, propos-
ing alternatives, using means of 2. Showing his/her point of view on the events, infor-
persuasion and reasoning, apply- mation or ideas contained in the text, and judging the
ing data of the text in different life credibility of the information contained in the texts
situations, and summarizing it. from his/ her experiences.

3. Expressing his/her opinion on the values and

attitudes mentioned in the read text, explaining their
impact on individual and society, linking them to his/
her reality, and proposing alternatives and solutions.

4. Drawing arguments and proofs from the text and

supporting them with his/her information for per-
suasion and justification, and evaluating the opinions
and viewpoints contained in the text.

5. Giving examples of a problem in the narration

from his/her reality, and applying the data of the
read text to solve individual, family, or social prob-
lems via scientific or creative methods.

6. Summarizing and rephrasing the text and organ-

izing its information and ideas in his/her own style
using different graphic organizers.

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

18
Learning outcomes for
the target levels in the
field of mathematics

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Table (4): Third Grade Mathematics Learning Outcomes and Indicators

Mathematics (4) - grade (3)

Learning Outcomes Indicators
By the end of third grade (3), the student will demonstrate proficiency in:
1- Numbers and operations
1-1 Numbers and sets
3-4-1-1-1 Identifying, represent- 1- Understanding place value and representing
ing, reading and writing numbers numbers using models, graphs, and number lines,
up to four digits, performing com- rounding to the nearest ten, hundred, or thousand.
parison, ordering and rounding op- 2- Reading and writing numbers up to four digits in
erations. standard, verbal and expanded forms.
3- Counting number in ascending, descending, and
jumping of (two, five, ten, hundred, and thousands),
and determining even and odd numbers.
4- Comparing and ordering numbers up to four dig-
its using symbols (>, <, =) in ascending and descend-
ing order.
3-4-1-1-2 Identifying unit frac- 1. Defining unit fractions as parts of a whole or
tions, recognizing their multiples, group, identifying multiples with a denominator or
representing, reading, writing, numerator not exceeding 12, and representing them
comparing, and ordering unit using models and drawings.
fractions. 2. Reading and writing unit fractions and their multi-
ples, and representing them on a number line.
3. Comparing and ordering fractions with equal
denominators or numerators using forms, graphs,
number lines, and symbols (>, <, =) in ascending and
descending order.

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Mathematics (4) - grade (3)
Learning Outcomes Indicators
1-2 Number sense and operations
3-4-1-2-1 Performing addition and 1. Adding numbers up to three digits using place
subtraction of whole numbers up value strategies with and without regrouping
to three digits, and applying these 2. Subtracting numbers up to three digits using
operations to solve mathematical place value strategies, with and without regroup-
problems. ing.
3. Solving real-world mathematical problems with
one or two steps using addition and subtraction
of numbers up to three digits, and explaining the
solution process
3-4-1-2-2 Describing the opera- 1. Understanding the concept of multiplication, rep-
tions of multiplication and division, resenting it, and forming multiplication facts up to
representing them using models, (10x10).
forming fact family, finding their 2. Describing the concept of division, representing it,
results, and using them to solve and forming division facts related to the multipli-
mathematical problems. cation facts up to (10x10).
3. Multiplying two numbers within multiplication
tables up to (10x10) and finding the result of the
associated division products.
4. Solving real-world mathematical problems with
one or two steps using the four operations and
explaining the solution process.

3-4-1-2-3 Estimating the results 1.Estimating the results of addition and subtraction
of addition, subtraction and mul- up to three-digit by rounding or using compatible
tiplication whole numbers up to numbers.
3-digit and using mental calcula-
2. Applying the associate property to perform mental
tion strategies.
multiplication of three-digit numbers.

3. verifying the reasonable of the operations results

using approximation and mental calculation strat-
egies

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - grade (3)

Learning Outcomes Indicators

2- Algebra and analysis

2-1 Patterns, Relationships and Functions

3-4-2-1-1 Describing and expand- 1. Identifying and describing simple repeating pat-
ing numerical, non-numerical and terns in sequences of numbers or objects based
geometric patterns. on a given rule.

2. Describing non-numerical patterns by using up to

three properties (color, size, shape, and direction),
expanding the patterns, and completing missing
elements.

3. Describing growing number patterns whose base

involves a single arithmetic operation (addition,
subtraction, or multiplication), expanding the pat-
terns, and completing missing elements.

4. Describing growing geometric patterns (increas-

ing or decreasing by a fixed amount), expanding
the patterns, and completing missing elements.

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Mathematics (4) - grade (3)
Learning Outcomes Indicators

2-2 Algebraic structures and mathematical expressions

3-4-2-2-1 Distinguishing the char- 1. Distinguishing properties of addition and subtrac-

acteristics of four operations, and tion with zero, multiplication and division with one,
using them. and multiplication with zero, and applying them in
arithmetic operations.

2. Recognizing the commutative property of addition

and multiplication and using it to find results, and
writing addition and multiplication facts.

3. Recognizing the associative property of addition

and multiplication and using it to find the result of
adding three numbers within 2-digit, and the result
of multiplying several numbers of 1-digit.

4. Applying the distributive property of multiplication

by addition to find the product of multiplying two
numbers of 1-digit.

3-4-2-2-2 Distinguishing the rela- 1. Recognizing and utilizing the relation between ad-
tions between the four operations, dition and subtraction to find results within three
and using them. places, verifying their results, and writing subtrac-
tion facts that related to addition facts.

2. Understanding the relation between multiplication

and addition to find results of multiplication and
verifying them.

3. Understanding the relation between division and

subtraction operations to find division results and
verifying them.

4. Understanding the relation between multiplication

and division to find multiplication products up to
10 x 10, verifying the products, and finding division
facts that related to multiplication facts.

5. Formulating and solving numerical sentences

using the four operations.

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - grade (3)

Learning Outcomes Indicators

3- Geometry and measurement

3-1 Geometric shapes

3-4-3-1-1 Describing the proper- 1. Identifying and classifying two-dimensional

ties and characteristics of two-di- geometric shapes (triangles, squares, rectangles,
mensional and three-dimensional circles, parallelograms, trapezoids, pentagons,
shapes, classifying, comparing hexagons), and comparing them based on their
them and creating shapes by properties, such as number of sides, vertices, and
combining and transforming basic congruence of sides.
shapes. 2. Describing symmetry of shapes, identifying and
drawing line of symmetry on shapes, drawings and
images.

3. Recognizing and classifying three-dimensional ge-

ometric shapes (cubes, spheres, cones, cylinders,
pyramids, cuboids) and comparing them based on
their properties, such as number of faces, shapes,
vertices, and edges.

4. Creating new geometric shapes (two-dimensional

or three-dimensional) by combining or separating
existing shapes into simpler forms.

3-2 Measurement and its units

3-4-3-2-1 Describing the perim- 1. Describing and measuring perimeter of a polygon

eter and area, measuring and using grid squares and appropriate metric units of
estimating them. length.

2. Finding or estimating the area of a plane by using

models and grids.

3. Determining the area of a square or rectangle by

grid squares.

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Mathematics (4) - grade (3)
Learning Outcomes Indicators

3-4-4-2-2 Describing and esti- 1. Describing lengths, estimating, comparing and

mating length, estimating and arranging them, and choosing appropriate metric
measuring masses and capacities, units (millimeter, centimeter, meter, and kilometer)
comparing and arranging them. to measure lengths.

2. Estimating, comparing and arranging masses,

and choosing appropriate units of measurement
(grams, kilograms) to measure masses.

3. Estimating, comparing and arranging capacities,

and choosing appropriate units of measurement
(milliliter, liter) to measure capacities.

3-4-3-2-3 Distinguishing, using, 1. Distinguishing the types of coins and banknotes

representing, and comparing and using them to count amounts within 9999
different categories of money to riyals.
count and solve mathematical 2. Representing amounts up to 9999 riyals using
problems. money categories in a variety of ways, and com-
paring them.

3. Solving mathematical problems that include

financial applications on money within 9999 riyals,
and explaining their solution.

3-4-3-2-4 Choosing appropriate 1. Selecting the suitable units of time (seconds, min-
time units, reading and writing utes, hours) to estimate the duration of an event.
time, estimating the lengths of 2. Reading and writing the time accurately (full
time periods, and calculating hours, half an hour, quarter of an hour, to the near-
them. est five minutes, or to the nearest minute) by using
both clockwise and a digital clock, and specifying if
it’s in the morning or evening.

3. Determining the estimated length of time between

two events and calculating it in hours and minutes.

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - grade (3)

Learning Outcomes Indicators

4- Statistics and probabilities

4-1 Statistics and graphic representations

3-4-4-1-1 Collecting and inter- 1. Collecting data from the environment and organ-
preting data from the environment izing it into multiple categories using frequency
by organizing it and representing tables.
it using bar graphs, symbols, and 2. Representing data with vertical and horizontal bar
points. graphs, symbols, and points.

3. Reading and interpreting data represented by bar

graphs, symbols, and points.

Table (5): Sixth Grade Mathematics Learning Outcomes and Indicators

Mathematics (4) - sixth grade (6)

Learning Outcomes Iindicators
By the end of third grade (6), the student will demonstrate proficiency in:
1- Numbers and operations
1-1 Numbers and sets
6-4-1-1-1 Understanding and 1. Understanding place value in 12-digit numbers,
representing numbers up to 12 representing numbers through graphs and a num-
digits, including reading, writing, ber line, and rounding to specified places.
comparing, arranging, and round- 2. Reading and writing numbers within 12 digits in
ing them. standard, verbal, and analytical forms.
3. Comparing and arranging numbers within 12
digits using symbols (>, <, =) in ascending and
descending order.

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Mathematics (4) - sixth grade (6)
Learning Outcomes Iindicators
6-4-1-1-2 Understanding the con- 1. Identifying fractions, representing them using
cepts of ordinary fractions, mixed various models, diagrams, and number lines, and
numbers, and improper frac- reading and writing them.
tions, representing them through 2. Finding equivalent fractions and converting them
mathematical notation, accurately to their simplest form, rounding them to the near-
reading and writing them, com- est whole, half, or one.
3. Distinguishing mixed numbers, representing them
paring and ordering them, and
by using models, diagrams, and number lines,
applying rounding to estimate
reading and writing them.
values.
4. Converting improper fractions to mixed numbers
and vice versa.
5. Comparing and ordering fractions and mixed
numbers in ascending and descending order.
6-4-1-1-3 Identifying and repre- 1. Identifying decimal fractions, representing them
senting decimals, recognizing the through forms, graphs, and a number line, de-
place value of a digit in a decimal, termining place value of a decimal fraction, and
reading, writing ,comparing and rounding it to the nearest whole number or speci-
arranging them, and rounding fied place value.
decimals to a specified place. 2. Reading and writing decimal numbers in standard,
Converting between decimals, verbal, and analytical forms.
3. Comparing and arranging decimal numbers in
fractions, and mixed numbers.
ascending or descending order.
4. Converting between decimal fractions, standard
fractions, and mixed numbers.

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - sixth grade (6)

Learning Outcomes Iindicators
1-2 Number sense and operations
6-4-1-2-1 Adding and subtract- 1. Performing addition and subtraction on numbers
ing numbers within seven digits, up to seven digits, using regrouping when neces-
multiplying numbers up to three sary.
digits, dividing numbers within 2. Using place value strategies to multiply three-digit
four digits to number of two digits numbers by two-digit numbers, including regroup-
at most, and using it to solve ing.
3. Employing place value strategies to divide
mathematical problems.
four-digit numbers by two-digit numbers, with or
without remainders.
4. Solving mathematical problems up to three steps,
including real-world applications on all four opera-
tions, and explaining their solutions.
6-4-1-2-2 Identifying factors and 1. Identifying and representing factors of a number
multiples of a number, represent- using models and diagrams.
ing them using models and sets, 2. Identifying and representing multiples of a num-
determining them using division, ber using models and diagrams
3. Describing prime numbers, identifying and repre-
and utilizing them to solve mathe-
senting them by using forms and diagrams, recog-
matical problems.
nizing them from non-prime numbers, and finding
the prime factorization of a number.
4. Determining the greatest common factor and
least common multiple of two or more numbers
through factorization.
5. Solving mathematical problems that utilize the
concepts of greatest common factor and least
common multiple in real-world applications and
explaining the solutions.
6-4-1-2-3 Describing and repre- 1. Describing and finding powers of a whole number
senting powers of whole numbers, with a whole number exponent.
finding their values and using 2. Evaluating numerical expressions with powers by
them to solve mathematical prob- using order of operations.
3. Applying power concepts to real-world problems
lems.
and explaining their solutions.

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Mathematics (4) - sixth grade (6)
Learning Outcomes Iindicators
6-4-1-2-4 Describing ratio, rate, 1. Understanding ratio, rate and distinguishing be-
percentage, and proportion, rep- tween them, representing them through models
resenting, expressing and rec- and diagrams, finding them, converting them to
ognizing them, and finding them, fractional form and comparing quantities.
and using it to solve mathematical 2. Recognizing percentage, representing it through
problems. models and diagrams, finding and expressing it as
a decimal or fraction.
3. Describing proportions, representing it through
models and diagrams, determining proportional
quantities, and solving proportions.
4. Solving real-life mathematical problems that
involve ratio, rate, percentage, and proportion and
explaining their solutions.
6-4-1-2-5 Performing the four 1. Implementing addition and subtraction of like and
operations on fractions and mixed unlike fractions.
numbers and using them to solve 2. Adding mixed numbers and subtracting them by
mathematical problems. converting them to improper fractions.
3. Multiplying and dividing fractions.
4. Multiplying mixed numbers and dividing them into
improper fractions.
5. Solving mathematical problems up to three steps
that include real life applications on the four
operations on fractions and mixed numbers and
explaining their solutions.
6-4-1-2-6 Adding, subtracting, 1. Adding and subtracting decimals up to thou-
multiplying, and dividing decimals, sandths place.
and using them to solve mathe- 2. Multiplying and dividing decimals up to hun-
matical problems. dredths place.

3. Solving mathematical problems up to three steps

that involve real-life applications on the four oper-
ations on decimals and explaining their solutions.

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learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - sixth grade (6)

Learning Outcomes Iindicators
6-4-1-2-7 Estimating outcomes 1.Estimating the results of adding, subtracting, mul-
of applying the four operations tiplying and dividing on whole numbers, fractions,
on whole numbers, fractions, and mixed numbers and decimals by using rounding or
using mental calculation. compatible numbers.

2. Using mental calculation to find the product of

a two-digit number with a one-digit number and
dividing it by multiples of (10, 100, 1000).

3. Appling the distributive property in mental mul-

tiplication of a two-digit number by a one-digit
number.

4. Using mental calculation to perform multiplication

of decimals up to thousandths and dividing it by
(10, 100, 1000).

5. Verifying the results of applying the four opera-

tions on whole numbers, fractions, mixed num-
bers, and decimals by using approximation or
mental calculation.

30
Mathematics (4) - sixth grade (6)
Learning Outcomes Iindicators
2- Algebra and analysis

2-1 Patterns, Relationships and Functions

6-4-2-1-1 Identifying numerical 1. Recognizing growing numerical patterns, describ-

patterns, geometric growths, and ing, expanding them, completing missing ele-
relationships in tables, describing, ments, forming, and generalizing them.
expanding and forming them, and 2. Identifying growing geometric patterns (increase
utilizing them in solving mathe- or decrease by a fixed amount), describing them,
matical problems. expanding them, completing missing elements,
forming them, and generalizing them.

3. Describing the relationship between two sets

of data in an input-output table, expressing it in
words, symbols, and ordered pairs, and represent-
ing it on the coordinate plane.

4. Completing an input-output table according to a

given rule that includes at most two operations.

5. Solving mathematical problems with real-world

applications of growing numerical and geometric
patterns and their relationships and explaining
their solutions.

31
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - sixth grade (6)

Learning Outcomes Iindicators
2-2 Algebraic structures and mathematical expressions
6-4-2-2-1 describing numerical 1. Describing and writing numerical expressions that
and algebraic expressions, distin- include powers and parentheses and finding their
guishing simple linear equation, values by using the order of operations.
writing it, finding its values, and 2. Describing and writing algebraic expressions with
using it to solve mathematical at most two operations and parentheses and finding
problems their values by using order of operations.
3. Describing and writing simple one-step linear
equations.
4. Solving simple linear equations mentally, in writ-
ing, and with models, and checking the solution for
correctness.
5. Solving mathematical problems that include
real-life applications on numerical expressions,
algebraic expressions, and simple linear equations,
and explaining their solutions.
3- Geometry and measurement
3-1 Geometric shapes
6-4-3-1-1 Describing and distin- 1. Describing, distinguishing, and identifying points,
guishing elementary geometry lines, semi-lines, and line segments on geometric
concepts, describing angles, and figures.
distinguishing relationships be- 2. Describing angles (right, acute, obtuse, and
tween straight lines and angles. straight), distinguishing, estimating, measuring, clas-
sifying, and drawing them.
3. Distinguishing intersecting, parallel, and per-
pendicular lines and defining them on geometric
shapes.
4. Distinguishing vertically opposite, adjacent, com-
plementary, and supplementary angles, identifying
them on geometric shapes, and using them to find
unknown measures.

32
Mathematics (4) - sixth grade (6)
Learning Outcomes Iindicators
3-2 Identifying 2D and 3D geometric shapes, classifying them based on their element’s
properties, and creating accurate drawings of them.
6-4-3-2-1 Distinguishing the char- 1. Identifying polygons and circles, classifying them
acteristics of two-dimensional by their elements.
and three-dimensional geometric 2. Distinguishing and classifying triangles based on
shapes, identifying their elements, the lengths of sides and measures of angles.
and classifying them. 3. Recognizing and classifying quadrilaterals (paral-
lelograms, rectangles, rhombuses, squares, trap-
ezoids) based on the properties of their sides and
angles.
4. Identifying vertices, edges, faces, and bases of
triangular, quadrilateral, and cubic prisms.
5. Finding the measures of unknown angles by using
the sum of angles of triangles and quadrilaterals.
3-3 Coordinates and Geometric Transformations
6-4-3-3-1 Using coordinates 1. Designating points in the first quadrant of the
plane to designate locations and coordinate plane using ordered pairs and mapping
describing geometric transforma- their locations.
tions. 2. Drawing geometric shapes and polygons in the
first quadrant of the coordinate plane based on the
given coordinates of their vertices.
3. Describing and performing translations to draw
an image of a shape in the first quadrant of the
coordinate plane.
4. Describing and performing reflections over an
axis to draw an image of a shape in the first quad-
rant of the coordinate plane.
5. Describing and performing rotations about a point
to graph a shape in the first quadrant of the coor-
dinate plane.

33
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - sixth grade (6)

Learning Outcomes Iindicators
3-4 Measurement and its units
6-4-3-4-1 Recognizing the rela- 1. Identifying the most appropriate unit of measure
tionships between units of length, from the metric units of length, mass, and capacity.
mass, capacity, and time, and 2. Recognizing the relationships between metric
performing conversions between units of length (cm, mm), (m, cm), (km, m) and con-
them. verting between them.
3. Recognizing the relationships between metric
mass units (gm, mg), (kg, g), (ton, kg) and convert-
ing between them.
4. Recognizing the relationships between the metric
units of capacity (liters, milliliters) and converting
between them.
5. Recognizing the relationships between units of
time (minute, second), (hour, minute), (day, hour),
(week, day), (month, day), (year, month) and con-
verting between them.
6-4-3-4-2 Distinguishing the 1. Identifying the formulas for the perimeter of
perimeter and area formulas for rectangles, squares, and circles, and using them to
two-dimensional shapes, and us- find their circumferences.
ing them to find the perimeter and 2. Recognizing the formulas for the areas of rectan-
area, and to solve mathematical gles, squares, parallelograms, triangles, and using
problems. them to calculate the areas of complex shapes.
3. Solving real-world problems by calculating the
perimeter and area of geometric shapes, and ex-
plaining the solutions.

34
Mathematics (4) - sixth grade (6)
Learning Outcomes Iindicators
6-4-3-4-3 Describing volume and 1. Describing volume, distinguishing the appropri-
surface area, distinguishing their ate units and their relationships (cubic millimeter,
formulas and units, and using cubic centimeter, cubic meter), and converting
them in solving mathematical between them.
problems. 2. Identifying the formula for the volume of a right
prism, and using it to calculate its volume.
3. Identifying the formula for the surface area of a
right prism, and using it to estimate and calculate
the surface area.
4. Solving real-life mathematical problems by calcu-
lating the volume and surface area of a right prism
and explaining the solution.
4- Statistics and probabilities
4-1 Statistics and graphic representations
6-4-4-1-1 Organizing and repre- 1. Gathering realistic quantitative and qualitative
senting realistic quantitative and data, arranging it, and presenting it through scatter
qualitative data through points, plots, bar charts, histograms, and pie charts.
graphs, columns, and pie sectors, 2. Interpreting and analyzing data depicted in scatter
and interpreting the resulting plots, bar charts, histograms, and pie charts.
representations 3 Evaluating and selecting the most fitting rep-
resentation for the given data by comparing vari-
ous data presentations.
4-2 Data analysis and interpretation
6-4-4-2-1 Describing the meas- 1. Calculating the mean, median, mode, and range of
ures of central tendency and individual values and interpreting them in context.
range, finding them, interpreting 2. Finding the mean, median, mode, and range for
them, and choosing the most ap- represented data by points and columns.
propriate measure from them. 3. Determining the most appropriate measure of
central tendency or range to describe a set of data
based on comparison.

35
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - sixth grade (6)

Learning Outcomes Iindicators
4-3 Calculate Probabilities
6-4-4-3-1 Describing a random 1. Identifying the possible outcomes of a random
experiment, finding its possible experiment and determining their number through
outcomes, characterizing the the use of tables, organized lists, tree diagrams,
event, and expressing the proba- and the counting principle.
bilities of its occurrence. 2. Expressing the probability of an event in words,
fractions, decimals, and percentages.
3. Applying the concepts of outcomes and probability
in real-life applications to make predictions and
solving problems, and explaining the solutions.

Table (6): Ninth Grade Mathematics Learning Outcomes and Indicators

Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

By the end of third grade (9), the student will demonstrate proficiency in:

1- Numbers and operations

1-1 Numbers and groups of numbers

9-4-1-1-1 Describing the whole 1. Describing integers, using them to express oppo-
and rational numbers, reading, site situations, reading, writing, and representing
writing, representing, comparing, them on a number line.
and arranging them. 2. Comparing and arranging integers in ascending
and descending order.

3. Describing, finding, and representing the absolute

value of an integer on a number line.

4. Distinguishing between different forms of rational

numbers, reading, writing, and representing them
on a number line.

5. Comparing and arranging rational numbers in

ascending and descending order.

36
Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-1-1-2 Describing real num- 1. Describing the square root of a number, finding
bers, classifying, comparing, and and writing it in the simplest form.
arranging them. 2. Arranging irrational numbers in ascending and
descending order, rounding them to rational num-
bers, and representing them on a number line.

3. Understanding Real Numbers, classifying real

numbers into whole, integer, rational, and irration-
al numbers, and comparing them.

4. Comparing and arranging integer, rational, and

real numbers in ascending and descending order.

1-2 Number sense and operations

9-4-1-2-1 Finding and simplifying 1. Understanding the concept of powers of rational

powers of rational numbers using numbers and integer exponents.
laws of exponents and writing in 2. Applying laws of exponents to simplify numerical
scientific notation. expressions.

3. Writing and evaluating numerical expressions with

rational numbers, including powers and parenthe-
ses.

4. Utilizing scientific notation to represent very large

or very small numbers and converting between
them and the standard form.

37
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-1-2-2 Performing the four op- 1. Engaging in arithmetic operations of addition,

erations on integers, rational num- subtraction, multiplication, and division on integer
bers, and square roots, simplifying numbers.
the numerical expressions that 2. Engaging in arithmetic operations of addition,
contained, and using them to solve subtraction, multiplication, and division on rational
mathematical problems. numbers.

3. Conducting addition, subtraction, multiplication,

and division of square roots.

4. Simplifying numerical expressions that include

square roots through utilizing operations on
square roots, conjugates, denominator ranges,
simplifying expressions with rational exponents
and parentheses by using laws of exponents and
order of operations.

5. Solving mathematical problems with real-life ap-

plications that require the four operations on inte-
gers and rational numbers, numerical expressions,
and providing an explanation for their solutions.

38
Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-1-2-3 Finding the ratio, unit 1. Calculating the ratio, unit rate, and percentage of a
rate, percentage, distinguishing number, including percentages greater than 100%,
proportional relationships, solving to facilitate comparisons of quantities that involve
proportions, and using them to fractions.
solve mathematical problems. 2. Identifying proportional and disproportionate
relationships, formulating proportions, and finding
solutions of proportion problems.

3. Utilizing the concept of percentage to determine

a missing value when given two of the following:
percentage, whole, and part.

4. Solving real-life mathematical problems related to

ratio, rate, percentage, proportionality, and per-
centage proportion, such as zakat, discounts and
increases, profit and loss, added value, and scale,
and presenting clear explanations of their solu-
tions.

9-4-1-2-4 Estimating percentages 1. Estimating the percentage of a number by utiliz-

and square roots. ing fractions, compatible numbers, and rounding
techniques.

2. Estimating square roots to a single decimal place

through both manual and calculator-assisted
methods.

3. Determining the percentage of a number mentally

by utilizing ordinary fractions and decimal frac-
tions.

39
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

2- Algebra and analysis

2-1 Patterns, Relationships and Functions

9-4-2-1-1 Describing the char- 1. Describing the characteristics of an arithmetic

acteristics of an arithmetic se- sequence, distinguishing it from other sequenc-
quence, its relationship, graphical es, determining the nth term, and calculating any
representation, and using linear specific term within the sequence.
relationships to solve mathemati-
2. Expressing an arithmetic sequence through a
cal problem.
linear function and presenting a graphical rep-
resentation.

3. Distinguishing the relationship between two var-

iables, defining its domain and range, and repre-
senting it through various means such as tables,
ordered pairs, scatter plots, graphs, and equations,
as well as converting between these representa-
tions.

4. Recognizing rates of change in linear relation-

ships and utilizing constant change to define linear
relationships.

5. Solving mathematical problems that include life

applications on arithmetic sequences, the relation-
ship between two variables, and rates of change,
and explaining their solution.

40
Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-2-1-2 Differentiating between 1. Defining a function, determining its domain and

linear and quadratic functions, range, writing its base equation, and evaluating
defining their distinct properties, values at specified domain values.
and presenting graphical rep-
2. Identifying a linear function and representing it
resentations to showcase their
graphically.
characteristics.
3. Distinguishing a quadratic function ( (parabola),
representing it graphically, and determining its
properties from its graph or equation.

4. Finding maximum and minimum values, domain

and range of a quadratic function, and determining
its zeros algebraically and graphically.

5. Solving real-life problems involving linear and

quadratic functions, and explaining the solution
process.

2-2 Algebraic structures and mathematical expressions

9-4-2-2-1 Writing algebraic 1. Writing algebraic expressions with rational coef-

expressions with rational coeffi- ficients and evaluating expressions that contain
cients, evaluating them, perform- absolute values, positive and negative powers.
ing arithmetic operations, and
2. Adding, subtracting, multiplying, dividing and sim-
applying basic algebraic identities.
plifying algebraic expressions.

3. Using basic identities to find squares of sums and

differences and products of sums and differences.

41
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-2-2-2 Factoring algebraic 1. Factorizing algebraic terms completely and

term, algebraic expression, the finding the greatest common factor of algebraic
quadratic algebraic expression. expressions.

2. Analyzing algebraic expressions by applying the

distributive property, grouping terms, and express-
ing them in their simplest form.

3. Factoring quadratic algebraic expressions into

perfect squares of two factors, in the form of, (x2+
bx + c, ax2 + bx + c.)

9-4-2-2-3 Writing and solving lin- 1. Writing and solving multi-step linear equations
ear and quadratic equations, both with brackets or variables at both sides, both alge-
algebraically and graphically, and braically and graphically, and estimating solutions
estimating solutions from graph from graph representations, finding the x and y
representations. sections of an equation represented graphically.

2. Solving equations with absolute values on one

side and representing its solution graphically.

3. Identifying linear equations in two variables, and

finding ordered pairs by substitution method.

4. Solving quadratic equations algebraically (by

factoring, general law or completing the square),
representing their solution graphically, estimating
solutions from graph representations, and deter-
mining the number of roots using the discriminant.

5. Solving equations that involved square roots, both

algebraically and graphically.

42
Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-2-2-4 Writing a system of two 1. Writing and solving a system of two linear equa-
linear equations with two varia- tions in two variables, both algebraically (by sub-
bles, and solving them algebrai- stitution or elimination) and graphically.
cally and graphically.
2. Identifying consistent and inconsistent systems
and dependent and independent systems from
graph representations.

3. Solving real-life problems that involved systems

of two linear equations, and explaining the solu-
tions.

9-4-2-2-5 Describing and solving 1. Describing, and solving linear inequalities in one
inequalities, differentiating linear or two steps (within integer numbers), and repre-
and non-linear inequalities, writ- senting their solutions on a number line.
ing and representing solutions on
2. Solving multi-step linear inequalities that involved
the number line.
brackets, and representing solutions on a number
line.

3. Describing, writing, solving compound inequalities

and representing it graphically.

4. Solving inequalities that involved absolute values.

5. Solving real-life problems that involved linear

inequalities and explaining the solutions.

43
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

3- Geometry and measurement

3-1 Geometric shapes

9-4-3-1-1 Identifying interior and 1. Analyzing triangle angles, including the exterior
exterior angles, analyzing angle angle and its relationship to interior angles, and
relationships, calculating the sum using this information to find measures of un-
of angles, determining unknown known angles.
angle measures, and recognizing 2. Determining the sum of interior angles in poly-
polygon tailing. gons, using it to calculate angle measures, iden-
tifying polygons that form a tiling pattern, and
finding unknown angles.

3. Distinguishing exterior angles in polygons, calcu-

lating their sum, and using it to determine meas-
ures of unknown angles.

4. Evaluating angle relationships in parallel lines,

including alternate interior and exterior angles and
corresponding angles, and using these relation-
ships to find unknown angle measures.

9-4-3-1-2 Identifying, drawing, and 1. Identifying shapes that are symmetrical about an
using symmetrical shapes, quad- axis, determining their axis of symmetry, and rec-
rilaterals, and three-dimensional ognizing shapes with rotational symmetry around
shapes to find unknown measure- a point, calculating their angles of rotation.
ments. 2. Classifying quadrilaterals based on their proper-
ties, and using these relationships to draw them
and determine unknown measurements.

3. Distinguishing between 3-dimensional shapes

(such as triangular and quadrilateral prisms, tri-
angular and quadrilateral pyramids, cylinders, and
cones), and creating an accurate representation of
a 3-dimensional shape given its upper, frontal, and
lateral views.

44
Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-3-1-3 Distinguishing the prop- 1. Recognizing the common characteristics of all

erties of triangles, and the rela- triangles, as well as specific properties of different
tionship between the sides of the types, and applying them in constructing triangles
right sides of them (Pythagorean and determining unknown angle measures.
theorem), and using them to find 2. Determining the relationship between sides in a
unknown measurements, and to right triangle by using the Pythagorean theorem
solve mathematical problems. and applying it to find unknown side lengths by
knowing the lengths of the other two sides.

3. Using the converse of the Pythagorean theorem to

determine right-angled triangle.

4. Solving real-world problems involving the Pythag-

orean theorem and its converse and explaining the
solutions.

9-4-3-1-4 Describing the congru- 1. Identifying congruence between two polygons,

ence and similarity of two poly- utilizing it to determine congruent polygons and
gons, and using it to find unknown calculating unknown measures.
measurements, and to solve 2. Examining cases of congruence between two
mathematical problems. triangles and utilizing them to prove their congru-
ence.

3. Describing the similarity between two polygons,

applying it to determine similar polygons and cal-
culate unknown measures.

4. Examining cases of similarity between two trian-

gles and utilizing them to prove their similarity.

5. Solving real-world problems related to lengths or

distances through the application of congruence
and similarity of polygons, and explaining their
solutions.

45
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-3-1-5 Identifying and cal- 1. Identifying the basic trigonometric ratios (sine,
culating the basic trigonometric cosine, tangent) of an acute angle in a right trian-
ratios (sine, cosine, tangent) for gle, and determining their values through manual
an acute angle, as well as their in- calculation and calculator and rounding to the
verses, and using them in solving nearest given place.
right-angled triangles. 2. Describing the inverse trigonometric ratios to
determine the measure of an acute angle in a right
triangle through calculator.

3. Applying the basic trigonometric ratios to solve

a right-angled triangle, finding its side lengths,
and using inverse trigonometric ratios to find the
measures of its angles.

3-2 Coordinates and Geometric Transformations

9-4-3-2-1 Identifying points in the 1. Determining the locations of points in the coor-
coordinate plane, assigning coor- dinate plane by utilizing ordered pairs of rational
dinates to each, and utilizing these numbers.
values to determine the slope, 2. Calculating the slope of a straight line through
expressing the equation, display- both graphical representation and utilizing the co-
ing graphically, calculating the ordinates of two points on the line, and explaining
distance between two points, and solutions both algebraically and graphically.
finding the midpoint’s coordinates
3. Expressing the equation of a straight-line by using
slope-intercept form, point-slope form, and stand-
ard form.

4. Analyzing the relationship between the slopes of

two parallel or perpendicular lines, and utilizing it
to derive the equation of a line that is either paral-
lel or perpendicular to a given line.

5. Computing the distance between two points in the

coordinate plane, and finding the coordinates of
the midpoint.

46
Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-3-2-2 Determining the type of 1. Determining the type of transformation for a given
geometric transformation, de- figure, including reflection, translation, and rota-
scribing it, and drawing the picture tion. Plotting the axis of reflection, specifying the
resulting from these transforma- amount and direction of translation, determining
tions in the coordinate plane. the center and angle of rotation, and determining
the coefficient of dilation.

2. Specifying the type and center of dilation, and

determining the coefficient of expansion.

3. Visualizing the transformation of a figure in the

coordinate plane through reflection, translation,
rotation, or dilation.

3-3 Measurement and its units

9-4-3-3-1 Recognizing the inter- 1. Distinguishing the relationships between English

conversions between the units of units of length (inch, foot, yard, mile) and utilizing
length, mass, and capacity in both them to convert between them.
the English and metric measure- 2. Distinguishing the relationships between English
ment systems. units of mass (ounce, pound, and ton) and utilizing

. them to convert between them.

3. Distinguishing the relationship between the two

English units of capacity (cups and gallons) and
utilizing them to convert between them.

4. Distinguishing the relationships between English

and metric units of length, mass, and capacitance,
and utilizing them to convert between them.

47
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

9-4-3-3-2 Identifying perimeter 1. Identifying formulas for circumference and area

and area formulas for 2D shapes, of a circle and the area of a regular polygon, and
understanding their relationship, utilizing them to calculate perimeter or area.
analyzing impact of dimensional 2. Determining areas of compound shapes through
changes, and applying them to dividing them into shapes with known area formu-
determine perimeter and area, las.
finding area of complex shapes,
3. Analyzing the impact of dimensional changes on a
solving for unknown measure-
shape’s perimeter and area.
ments, and solving mathematical
4. Distinguishing the relationship between perim-
problems.
eters and areas of similar shapes and using it to
find unknown measures.

5. Solving mathematical problems involving re-

al-world applications of circumference, area, reg-
ular polygon area, and complex shape areas, and
explaining the solutions.

9-4-3-3-3 Recognizing the volume 1. Identifying the formulas for the volumes of the
and surface area formulas for right quadrilateral pyramid, the right triangular
three-dimensional shapes, and pyramid, the cylinder, and the cone, and utilizing
using them to find volume and them to find the volumes of these shapes and
surface area, and to solve mathe- complex solids.
matical problems. 2. Identifying the formulas for the surface areas of
the right quadrilateral pyramid, the right triangular
pyramid, cylinder, and cone, and utilizing them to
determine their surface areas.

3. Solving mathematical problems with real-world

applications by calculating the volumes of 3D
shapes (right quadrilateral and right triangular
pyramid, cylinder, cone, and polyhedrons), deter-
mining their surface areas, and explaining the
solutions.

48
Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

4- Statistics and probabilities

4-1 Statistics and graphic representations

9-4-4-1-1 Describing surveys for 1. Describing the survey study, using it in data
data collection, organizing and collection, and organizing it, distinguishing and
representing the data, selecting classifying the random sample.
the most appropriate representa-
2. Recognizing data for discrete and continuous vari-
tion, interpreting the data, and
ables, and determining an appropriate representa-
utilizing it for prediction and deci-
tion for them.
sion-making.
3. Comparing between different graphical rep-
resentations data (columns, histograms, stem-
and-leaf plot, double columns, box-plot, line graph
and scatter graph) and choosing the best rep-
resentation for the given data.

4. Reading data from its various graphical rep-

resentations, (columns, histograms, stem-and-leaf
plot, double columns, box-plot, line graph and
scatter graph) explaining and using it to predicting
and making decisions.

5- Reading scatter plot and using it to determine the

strength of the relation between two variables, and
to predict the value of one variable by knowing
other value

49
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

4-2 Data analysis and interpretation

9-4-4-2-1 Analyzing data using 1. Determining measures of central tendency for

measures of central tendency and single values or organizing them into frequency
measures of dispersion, interpret- tables with categories, and representing them
ing and comparing them. graphically to describe and interpret data.

2. Comparing measures of central tendency for a

set of values, and selecting the most appropriate
measure to represent these values.

3. Identifying measures of dispersion (range, inter-

quartile range), outliers, and using them to de-
scribe the data.

4. Describing measures of dispersion (mean, stand-

ard deviation, variance) and calculating them for a
set of individual values.

5. Solving mathematical problems with real-world

applications of measures of central tendency and
dispersion, and explaining the solutions.

50
Mathematics (4) - ninth grade (9)

Learning Outcomes Indicators

4-3 Calculating probabilities

9-4-4-3-1 Writing the sample 1. Organizing the sample space of a random experi-
space for a random experiment, ment using lists, tables, and tree diagrams.
finding the number of possible
2. Determining the number of possible outcomes for
outcomes for an accident, distin-
an event by using the basic principle of counting,
guishing the types of accidents,
permutations, combinations, and expressing the
and calculating the probabilities of
probabilities in various forms (words, fractions,
their occurrence.
decimals, percentages).

3. Classifying types of events (simple, compound,

mutually exclusive, non-mutually exclusive, com-
plementary, compound independent, non-inde-
pendent), and calculating their probabilities.

4. Comparing theoretical and empirical probabilities

of an event and using them to make predictions.

5. Solving mathematical problems with real-world

applications on sample space, types of events, and
their probabilities, and explaining the solutions.

51
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

52
Learning outcomes for the
targeted levels in the field of
science

53
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Table (7): Sixth Grade Science Learning Outcomes and Indicators

Science (5) – Grade Six (6)

Learning Outcomes Indicators
1-Life Sciences

1-1 Structure and function in living organisms

By the end of third grade (6), the student will demonstrate proficiency in:

1. Explaining the concept of a cell and distin-

guishing between unicellular and multicellular

6-5-1-1-1 Describing the cell organisms.

structures and linking them to 2. Identifying and naming structures in the cell
their vital functions. (nucleus, cytoplasm, cell membrane, cell wall).

3. Linking between cellular structures and their

specific functions.

1- Comparing between the cell membrane in

animal cells and the cell wall in plant cells, and

6-5-1-1-2 Identifying the major their functions.

structural and functional differ- 2- Identifying chloroplasts in plant cells and deter-
ences between animal and plant mining its function.
cells. 3- Describing how animal and plant cells performs
biological processes (passive transport, diffu-
sion, photosynthesis, cellular respiration).

54
Science (5) – Grade Six (6)
Learning Outcomes Indicators
1- Explaining that the common biological process-
es in living organisms are carried out by spe-
cialized organs in their bodies.

6-5-1-1-3 Identifying the main 2- Identifying the main systems in animal’s body
body systems and their specialized and its specialized organs, and linking them to
organs and linking them to their their functions that helps them grow and sur-
functions that supports growth and vive (digestive, circulatory, excretory, respiratory,
survival of living organisms (plants skeletal, muscular, and nervous).
and animals). 3- Identifying basic plant structures and relating
them to specific functions that support plant
growth and survival. (root, stem, leaves and
flowers).

4- Describing the different patterns in life cycles

of different animals (insects, amphibians, and
6-5-1-1-4 Describing the different
mammals) and different plants, and comparing
patterns in the life cycles of ani-
them.
mals and plants and the changes
5- Describing the changes that occur to animals
accompanying them, and compar-
and plants during life cycles and predict them
ing them.
based on the pattern of reproduction and the life
cycle.

55
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science (5) – Grade Six (6)

Learning Outcomes Indicators
1-Life Sciences
1-2 Organization and diversity of living organisms
1. Classifying different plants from the local en-
vironment into two groups (gymnosperms and
angiosperms); and comparing them according
to their similarities and differences in phenotyp-
6-5-1-2-1 Classifying living organ- ic traits and characteristics.
isms into groups based on com- 2. Determining the common characteristics and
mon phenotypic traits. traits of various animals in order to justify their
classification within specific groups.
3. Classifying animals and microorganisms from
local environment into groups based on com-
mon phenotypic characteristics.
1- Life Science
1-3. Ecosystems and their interactions
1. Describing the biological community and the
types of population and living organisms that
6-5-1-3-1 Representing biolog-
live in it, and their ability to survive in their habi-
ical communities and identifying
tats through the availability of the necessities of
types of population that lives in it,
life.
describing the interrelationships
2. Identifying the interrelationships among living
among them, and their interaction
organisms, and their interaction with the abiot-
with the abiotic components, and
ic components of their habitats to obtain their
the impact of biological communi-
needs.
ties changes on their survival and
3. Describing the effect of different changes in bio-
sustainability.
logical communities on the survival and sustain-
ability of different species.

56
Science (5) – Grade Six (6)
Learning Outcomes Indicators
1. Describing the biotic and abiotic components of
6-5-1-3-2 Describing the com-
ecosystems and their interaction to provide the
ponents of the ecosystem and
needs of living organisms, and its impact on the
explaining the impact of the
survival and stability of the ecosystem.
availability of different resources
2. Determining the causes of changes in habitats
in ecosystems on the survival and
and their impact on plants and animals that
sustainability of living organisms,
lives there.
and proposing solutions to prob-
3. Identifying problems that results from changes
lems that affect the stability of the
in habitats, and provide evidence on the efficien-
ecosystem.
cy of solutions to restore ecological balance.
1. Clarifying the cycle of matter between living

6-5-1-3-3 Representing the rela- organisms, and the transfer of energy in the

tionships between living organ- ecosystem through food chain, and classify their

isms in which matter is circulated different roles (producer, consumer, predator,

in the ecosystem, and identifying decomposer)

2. Classifying living organisms into (autotrophic -
the relationship between plants
heterotrophic).
and energy obtained from the sun
3. Explaining the process of photosynthesis and
to produce food.
its role in determining the relationship between
plants and the energy obtained from the sun to
produce food.
1. Identifying the physical factors that affect the
survival of plants and animals in specific habi-
tats
6-5-1-3-4 Describing the effect of
2. Predicting the changes that will happen to living
environmental changes on plants
organisms because of changes in their environ-
and animals that live in specif-
ments.
ic environments. Inferring how
3. Describing how structural and behavioral ad-
behavioral and structural adapta-
aptations can help plants and animals live and
tions can help plants and animals
survive in specific habitats.
survive in their habitats
4. Describing the climatic conditions in different
environments and their impact on living organ-
isms.

57
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science (5) – Grade Six (6)

Learning Outcomes Indicators
1. Explaining human interaction with environ-
ments, and inferring the positive and negative
6-5-1-3-5 Inferring the effects of impact of human activities on the environmental
human activity on environmen- habitats and populations.
tal habitats and populations, and 2. Identifying natural environmental events of the

predicting its impact, proposing Kingdom of Saudi Arabia and predicting their

solutions to protect them positive and negative impacts.

3. Proposing solutions to protect the earth’s re-
sources and preserve the environment.
1- Life Science
1-4. Genetics
1. Clarifying that variation in inherited
traits results from a pattern of variation
between inherited traits in living organ-
isms of the same species.
2. Applying a pedigree chart to track the
transmission of inherited traits from
6-5-1-4-1 dentifying the inher-
parents to offspring
itance of traits, explaining the
3. Comparing dominant and recessive
variation in them, tracing their
traits, identifying the letter symbols for
transmission from one generation
each of them, and providing examples.
to the next, distinguishing their
4. Distinguishing genetic traits from ac-
types (dominant and recessive),
quired traits and comparing them.
and clarifying the impact of the 5. Identifying some of the environmental
environment on them. factors that affect the acquired traits
of animals and plants (the amount of
food, the amount of water, the amount of
animal movement), and identifying the
traits that are affected by environmental
factors (height, weight, and color).

58
Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators

2- physical Sciences
2-1. Matter and its interactions
By the end of third grade (6), the student will demonstrate proficiency in:

1. Identifying the physical properties of

matter that can be measured or calcu-
lated, and indicates the scientific units of
measurement used.

2. Distinguishing the different materials

in terms of the physical properties of
the substance that can be calculated or
measured, such as mass, volume, densi-
6- 5-2-1-1-Exploring the physical
ty, buoyancy, color and boiling point
properties of matter, distinguishing
the molecular structure of its different 3. Comparing between conductors and
states, and explaining the change of insulators in terms of their physical
matter states due to heat. properties, supported by examples

4. Comparing, through models, the states

of matter (solid, liquid, and gas), and in
terms of movement and forces of attrac-
tion between molecules, and the effect
of that on the shape and size of matter.

5. Explaining the changes of matter

due to the effect of heat.

59
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators

1. Explaining the changes in the composition

and properties of matter as a result of a
chemical reaction. Concluding that the mass
of the substance remains preserved during
the chemical reaction and when forming
mixtures.
2. Distinguishing between a mixture and a
compound, enumerating the types of mix-
6-5-2-1-2 Understanding the
tures, distinguishing them, and giving exam-
chemical changes of matter,
ples of each type.
clarifying the concepts and
3. Defining the solution, identifying its parts,
methods related to it, and
and describing the concentration of the
comparing mass of different
solution in terms of quality (concentrated,
matters when their properties
dilute) or in terms of quantity (saturated,
change based on the law of
unsaturated).
conservation of mass.
4. Explaining the concept of solubility and
gives the factors affecting it.
5. Distinguishing between the physical meth-
ods used to separate the components of a
mixture or solution, and providing examples.
Describing the process of distillation and
identifying some of its industrial applica-
tions

60
Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators

1. Defining the chemical bond, explaining its

role in changing the properties of a chemi-
cal substance, and identifying indicators of a
chemical reaction occurrence.
2. Describing the chemical change (reaction)
using the chemical equation, fulfilling the
law of conservation of mass. Identifying the
6-5-2-1-3 Understanding chemical
atoms of the elements of the reactants and
reactions, the indicators of their oc-
products in the chemical equation, and their
currence, types, and factors affecting
ratios.
their reaction rate
3. Classifying chemical reactions and gives
examples of each type, and explains the fac-
tors affecting the rate of a chemical reaction
from a variety of chemical reactions.
4. Distinguishing between endothermic and
exothermic reactions and gives examples of
each

61
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators

1. Defining the chemical property and classify-

ing the chemical elements; according to its
chemical properties.
2. Distinguishing between acids and bases and
give examples of each type.
3. Listing the uses of acids and bases accord-
6-5-2-1-4 Exploring the chemical
ing to their properties, identify the reagents,
properties of materials, and distin-
give examples of them, and explain how to
guishing between the interactions of
detect acids and bases through them.
acids and bases, their chemical prop-
4. Defining the pH, determining the values of
erties, and their uses.
solutions of some acidic, basic, or neutral
substances, and classifies them.
5. Explaining what is meant by the neutraliza-
tion reaction between an acid and a base to
form a salt, and name some types of salts,
and their properties and uses

2- Physical Sciences
2-2. Motion and Forces
At the end of Grade Six (6) students will be able to:

1. Distinguish between balanced and unbal-

anced forces.
6-5-2-2-1 Describing the effect of 2. Distinguish between types of force accord-
force on objects, and distinguishing ing to their existence (gravity, friction,
types of forces magnetism).
3. Describing how does force affect the shape
and motion of objects

62
Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators

1. Determining the relationship of distance to

motion and explaining how the position of
an object can be determined using a refer-
ence point.
2. Define velocity and its unit, calculating
velocity by knowing distance and time, and
6-5-2-2-2 Understanding Newton’s
distinguishing between speed and velocity.
three laws of motion and using them
3. Defining acceleration and its unit, calculat-
to explain body motion
ing acceleration by knowing the change in
velocity and time, and showing the effect
of changing the direction of movement on
acceleration.
4. Explaining Newton’s three laws of motion
and their real life applications.

1. Explaining the relationship between force

of attraction and weights of objects and the
factors affecting it.
2. Explaining how the force of friction is arises
6-5-2-2-3 Explaining the factors af-
and the factors affecting its magnitude.
fecting types of forces, such as gravi-
3. Demonstrating the effect of air resistance
tational force, friction, and magnetism.
on the movement of objects.
4. Explaining the occurrence of attraction and
repulsion in the magnetic force with no con-
tact between the objects...

63
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators

2- Physical Sciences
2-3. Energy

1. Explaining the concept of energy and work

based on their role and impact on bodies.
2. Explaining the concept of potential energy
6-5-2-3-1 Understanding the concept and kinetic energy and their relationship to
of energy and work, distinguishing body movement.
between them, and giving real life 3. Give examples of the benefits of simple
examples. machines in their daily life
4. Choosing the simple machine that achieves
the effect and the task they want from sev-
eral machines.

1. Describing how energy is transferred from

one place to another in its surroundings and
6-5-2-3-2 Understanding the princi- between objects and systems.
ple of energy conservation during its 2. Explaining the principle of conservation of
transformations and apply it in daily energy.
life 3. Providing examples and describing mod-
els for converting energy from one form to
another.

64
Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators

2- Physical Sciences
2-4 waves and vibrations

1. Explaining the concept of wave and repre-

senting it graphically.
2. Distinguishing between the properties of
6-5-2-4-1 Describing waves, distin- sound and light waves theoretically and
guishing between their properties graphically.
theoretically and graphically, and 3. Predicting the movement of the wave when
predicting their movement. exposed to some natural influences.
4. Describing the transmission of sound and
light as waves through material media and
space and distinguishing between them

1. Explaining the concept of reflection and

refraction of light, and supports that with
examples of the applications of reflection,
refraction and absorption of light in mirrors
6-5-2-4-2 Understanding the concepts and lenses.
of reflection and refraction of light, 2. Explaining the eye’s vision of the objects and
transmission of sound, and explaining colors around it.
their role in interaction and communi- 3. Describing the transmission of sound by
cation in the surrounding environment. absorbing or reflecting it through different
media and objects.
4. Describing the pitch and intensity of the
sound, and determines their relationship to
frequency.

65
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators

2- Physical Sciences
2-5 Electromagnetism

1. Explaining the concept of electric charge

and explaining the attraction and repulsion
6-5-2-5-1 Understanding the concept of charged bodies theoretically and graphi-
of electric charge, explaining the at- cally
traction and repulsion of charged bod- 2. Explaining how electric current flows in
ies, and comparing electrical circuits electrical circuits.
connected in series and in parallel 3. Comparing electrical circuits connected
in series and parallel theoretically and by
drawing

1. Defining magnets, identifying and naming

their poles, and explain how magnets are
formed.
6-5-2-5-2 Understanding the proper- 2. Describing the properties of magnets and
ties of magnets and their uses in daily providing examples of the uses in everyday
life. life
3. Comparing permanent magnets and elec-
tromagnets and explaining how they can be
used to generate electricity

66
Science Learning Area (5) – Grade Six (6)
Learning Outcomes Indicators
3- Earth and Space Sciences
3-1 The universe and the solar system
By the end of third grade (6), the student will demonstrate proficiency in:

1. Describing the apparent shape of the

moon during its rotation around the earth,
6-5-3-1-1 Describing the changes in the
and naming the different phases of the
appearance of the moon during its rev-
moon.
olution around the Earth and identifying
2. Explaining the change in the apparent
the phenomena associated with that.
shape of the moon during its orbit around
earth.

1. Explaining the importance and impact

of the sun’s movement on aspects of life
6-5-3-1-2 Explaining the phenomena around them.
related to the movement of the earth, 2. Explaining the occurrence of the phe-
the moon and the sun and the resulting nomena of night and day, and the four
changes. seasons.
3. Explaining the occurrence of the lunar
eclipse and the solar eclipse.

1. Explaining the phenomenon of tides, and

explaining the influence of the moon in its
occurrence and its geological effects.
2. Describing the movement of celestial bod-
ies in the solar system, their relationships
6-5-3-1-3 Concluding the effect of grav-
with each other, and their effects.
ity on the movement of the solar system,
3. Distinguishing the phenomena associated
galaxies and associated phenomena.
with the movement of celestial bodies,
and providing supporting evidence.
4. Relating the speed of rotation and gravity
between celestial bodies, and providing
evidence for that.

67
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators

1. Comparing the solar system, the galaxy

and the universe in terms of size and
locating the solar system in the Milky Way
6 5-3-1-4-Determining the characteris-
galaxy.
tics of the solar system, and comparing
2. Comparing the sun and other stars in
the solar system to the galaxy and the
terms of size, color and temperature.
universe
3. Distinguishing the extent of the universe
and the sizes of its bodies, providing sup-
porting evidence.

3- Earth and Space Sciences

3-2The Earth System
1. Classifying the layers of the atmosphere
and comparing them according to their
similarities and differences. Explaining
some environmental problems resulting
from changes occurring in the layers of
the atmosphere.
6-5-3-2-1 Classifying the layers of the 2. Determining the causes of weather fluctu-
atmosphere and identifying their com- ations and their relationship to the earth’s
ponents, characteristics, changes, its water cycle and predicts their environ-
effects on the environment and their mental effects on the weather.
benefits to humans. 3. Explaining the movement of air masses
and currents stating their effects on the
earth’s weather.
4. Explain the causes of climate change in
some parts of the world and proposes
multiple solutions to address the impact
and risks of weather fluctuations

68
Science Learning Area (5) – Grade Six (6)
Learning Outcomes Indicators
1. Describing the Earth’s spheres and Plate
tectonics, identifying the layers of the
Earth that make up the lithosphere and
6 5-3-2-2-Deducing the relationship of the biosphere, and distinguishing between
the Earth’s spheres to each other and them.
predicting the interactions, and changes 2. Describing how magma moves Earth’s
that occur between them and the geo- plates, using that for explaining the forma-
logical effects resulting from them tion of oceans and mountains.
3. Determining how the Earth’s physical fea-
tures (land features and water features)
are described.
1- Explaining the geological changes and
processes that affect the earth’s surface,
classifying and locating them.
2- Describing the impact of earthquakes and
6-5-3-2-3 Describing the factors and
volcanoes in shaping the Earth’s surface
processes that affected the Earth’s sur-
and changing its features.
face which changed some of its features
3- Explaining the factors of erosion, weath-
ering, and sedimentation and their causes,
and predicting the patterns of their action
and their effects on earth.
1- Distinguishing mineral and its properties
and describing its relationship to rocks,
6-5-3-2-4 Describing the types of rocks and how they are formed.
and their relationship to minerals and 2- Describing the types of rocks in his area,
distinguishing their characteristics and explaining their characteristics, and their
uses use.
3- Explaining the geological events that the
rocks were exposed to in his area.

69
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Six (6)

Learning Outcomes Indicators
1- Relating the change of the Earth’s shape
with the external and internal geological
processes.
2- Explaining the causes of earthquakes and
6-5-3-2-5 Determining the causes and
volcanoes, anticipating the damages that
effects of earthquakes and volcanoes
result from them, and proposing solutions
and identifying the sites most vulnerable
for prevention to limit their effects.
to earthquakes and volcanoes
3- Determining the locations and types of
earthquake monitoring stations and de-
vices in the Kingdom of Saudi Arabia and
comparing between them.
Table (8): ninth Grade Science Learning Outcomes and Indicators

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators
1- Life Sciences
1-1. Structure and function in living organisms
By the end of third grade (9), the student will demonstrate proficiency in:
9 5-1-1-1-Understanding that the 1- Identifying the unit of structure of living organ-
cell is the basic building unit of living isms, tracking the development stages of the
organisms, knowing some of the cell theory, and mentioning its components
technologies that helped study them, and the role of scientists in its discovery.
and comparing single-celled and 2- Appreciating the importance of technical tools
multi-cellular organisms. (magnification devices, microscopes) and ex-
plaining their role in identifying cells and their
components.
3- Comparing single-celled organisms and mul-
ticellular organisms and providing examples
thereof.
4- Describing the vital activities and processes in
living cells necessary for the continuation of
living organisms.

70
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators
9-5-1-1-3 Describing the main 1. Illustrating the two main phases of the cell
events in the stages of the cell cycle cycle (the interphase and the cell division
and comparing between mitosis and phase), explaining the changes and events
meiosis. accompanying them, determining their time,
and providing examples.
2. Explaining the importance of interphase and
cell division, describing the state of cells in it,
and distinguishing between them and active
cells.
3. Comparing between mitosis and meiotic
division in terms of importance, phases, out-
growths, and types of cells in which division
occurs.
4. Defining mitosis, enumerate its successive
phases and the changes that occur to the cell
in each phase.
5. Defining meiosis, describe its phases, and
compare with a drawing what happens in the
first meiotic phase and the second meiotic
phase in the processes of division, and distin-
guishing their different forms.

71
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators
9-5-1-1-4 Understanding the im- 1. Identifying the components of the human’s
portance of integration of human body systems (circulatory, immune, digestive,
body systems and how the structure respiratory, excretory, muscular, skeletal,
of different organ relate to one an- nervous, hormonal, and reproductive) and
other to maintain homeostasis and their specific functions that support the func-
body health. tioning of the body.
2. Explaining how the systems interact and inte-
grate in maintaining homeostasis health and
safety of the body’s balance.
3. Predicting diseases resulting from a malfunc-
tion in the functioning of organs and systems
in the human body and suggesting ways of
prevention.
1- Life Science
1-2. Organizing of living organisms and their diversity
9-5-1-2-1 Classifying living organ- 1. Comparing the ancient and modern methods
isms according to Linnaeus system of classification and identifying the kingdoms
based on their features and charac- and levels of Linnaeus’ taxonomic scale.
teristics. 2. Comparing the main characteristics of living
organisms.
3. Classifying living organisms from the local
environment using graded taxonomic levels
based on internal and external structural fea-
tures and characteristics.

72
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators
1- Life Sciences
1-3 Genetics
9-5-1-4-1 Describing the devel- 1. Explaining the development of genetics, and
opment of genetics, and the use illustrating Mendel’s role in it.
of Mendelian laws to explain the 2. Applying Mendel’s first and second law for the
inheritance of genetic traits, and the transmission of genetic traits, and predicting
probabilities of their appearance in the emergence of genetic traits in generations
different generations and their occurrence ratio.
3. Clarifying the concept of genetics and its prin-
ciples and explaining how traits are inherited,
and explaining the role of alleles.
4. Distinguishing between homozygous and
heterozygous genes, distinguish between
homozygous genes organisms and non-
homozygous organisms, and providing an
example of each.
5. Calculating the probability of the appearance
of genetic characteristics of living organisms
using the Punnett square.

73
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators
9-5-1-4-2 Describing the structure 1. Distinguishing the structure of the chromo-
of the chromosome and the relation- some, and the relationship between its com-
ship between its components, and ponents. Explaining the concept of a gene,
predicting the results of the defects identifying its components and its location on
that occur in the genetic chain when the chromosome, and explains the occurrence
genetic mutations occur and their of genetic mutation and its effects on making
effects. protein in the cell.
2. Describing the result of deviation and defect in
meiosis, and providing examples.
3. Comparing nucleic acids, DNA and RNA, and
describing their shapes and structures, im-
portance and functions of each type.
4. Explaining the number and types of chromo-
somes in the human body’s cell, and providing
examples. Differentiating between diploid cells
and haploid cells, and providing examples for
each.

74
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators
2- Physical Sciences
2-1 Matter and its interactions
By the end of third grade (9), the student will demonstrate proficiency in:
1. Explaining atomic models and their de-
velopment throughout history, evaluating
them and describing their results, and
relating that to aspects of the nature of
science and the development of scientific
knowledge.
2. Illustrating the components of the atom’s
nucleus (protons and neutrons) and their
properties, describing the movement of
electrons (electronic cloud) around the
nucleus, and determining the number of
9 5-2-1-1-Explaining the development protons, neutrons and electrons in the
of the atomic model throughout history, atom of the elements based on their atomic
and understanding the structure and numbers.
components of the atom. 3. Defining isotopes, providing an example of
them, comparing isotopes of an element
according to mass and atomic numbers,
explaining the meaning of radioactive de-
cay, and how it occurs, and differentiating
between it and radioactive transformation.
4. Comparing alpha and beta particles, ex-
plaining the changes that occur in the nu-
cleus upon emission of each of them, and
their uses in life, explaining the concept of
decay rate (half-life), and calculating the
half-life of some isotopes.

75
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators
1. Comparing compounds and mixtures
according to their chemical and physical
properties.
2. Classifying homogeneous and heteroge-
neous mixtures according to the nature of
9-5-2-1-2 Comparing between com-
their components.
pounds and mixtures, classifying mix-
3. Suggesting appropriate methods for sepa-
tures, suggesting appropriate methods
rating different mixtures according to their
to separate their components, and dis-
type and the nature of their components.
tinguishing between types of solutions
4. Describing different types of solutions from
and their components.
real life. Defining aqueous solutions and
explaining why water is a universal solvent.
5. Identifying the component of the solution,
and factors influencing the amount of sol-
ute that dissolves in a solvent.
1. Defining the concept of solubility and the
rate of dissolution in a solution graphically
and describing the relationship between
9 5-2-1-3-Determining the concept the solvent and the solute according to the
of solubility, the rate of solubility in concept of solubility.
a solution, and deducing the factors 2. Inferring the effect of temperature and
affecting the solubility rate of a solute in compound composition on the solubility of
a solvent. a solution and explaining it.
3. Inferring the factors affecting the rate of
solubility of the solute in the solvent for
different types of solutions.

76
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators

1. Explaining the properties of liquids (viscos-

ity, surface tension) according to the com-
position of the substance, the arrangement
of its molecules, and the forces between
9-5-2-1-4 Explaining the properties
them.
of liquids, comparing crystalline and
2. Comparing crystalline and non-crystalline
amorphous solids, and describing the
solids according to the organization and
pattern of crystals in solids.
arrangement of their atoms.
3. Describing the organization of molecules in
crystalline solids by building models that
describe their structure.

1. Explaining the contributions of scientists to

the arrangement of the elements discov-
ered in the periodic table and the history
of its development leading to the modern
periodic table.
2. Explaining the properties of the elements
in the periodic table sectors within the
period and group, and lists the uses of the
common elements around it.
3. Explaining the element key, naming some
9 5 5-2-1-6- Describing the history of
chemical elements and knowing how to
the periodic table, explaining how the
write their chemical symbols. Distinguish-
elements are organized in the periodic
ing between metals, non-metals and met-
table, and the properties of the ele-
alloids, and providing examples thereof.
ments and their common uses
4. Recognizing the location of the represent-
ative elements, the transitional elements,
and the inner transition (lanthanides and
actinides) in the periodic table, based on
their electronic composition, predicting
their physical and chemical properties, and
identifying some of their uses.
5. Explaining the meaning of processed ele-
ments and catalyst, and providing exam-
ples for each.

77
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators

1. Comparing acids and bases according to

their properties and determining their ap-
plied uses in real life cases.
2. Comparing the strength of acids and bases
using the pH and explaining the effect of
9-5-2- 1-7 Comparing acids and bases acids and bases on some reagents. Ex-
according to their properties and uses, plaining what is meant by a neutralization
and their effect on reagents reaction and providing examples.
3. Inferring that salts result from the reaction
of acids and bases, determining its prop-
erties, and naming some types of salts and
their uses.

1. Describing how electrons are arranged

within the atom, and its relationship to
their position in the periodic table. Com-
paring the numbers of electrons in each
energy levels, and determining the lowest
and highest energy levels of an element.
2. Describing how the periodicity of the chem-
ical properties of the elements of the same
family in the periodic table reflects the pat-
terns of the outer-level states of electrons
(valence electrons).
9-5-2-1-8 Explaining how atoms bond 3. Illustrating the electronic distribution of a
with each other, identifying what is a number of groups of the periodic table, and
chemical bond and how it is formed, explaining the method of dot representa-
and distinguishing between different tion of electrons, and represent it for a
types of bonds number of elements.
4. Explaining the concept of a chemical bond,
comparing its different types (ionic, cova-
lent, metallic, and polar), and describing
how atoms are linked together by different
chemical bonds to form compounds, using
examples and illustrative models.
5. Distinguishing between an ion, a molecule,
a compound, and give examples for each
one, explaining what is meant by a chem-
ical formula, and its indication through
various examples.

78
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators

1. Explaining information on the properties

of materials before and after a reaction,
determining whether a reaction will occur
or not, and describing indications of its
9-5-2-1-9 Understanding how a chem- occurrence.
ical reaction occurs, expressing it in 2. Describing a chemical reaction using a
a balanced chemical equation based balanced verbal and symbolic chemical
on the law of conservation of mass, equation and apply the law of conservation
and distinguishing chemical reactions of mass to different chemical reactions.
according to the energy associated with 3. Listing the different forms of energy asso-
them ciated with chemical reactions (absorbed,
released), and providing examples thereof.
4. Distinguishing between an endothermic
reaction and an exothermic reaction, pro-
viding examples of each, explaining how to
express them in a chemical equation.

1. Defining the rate of a chemical reaction and

determining how it is measured and the
factors or conditions affecting it, distin-
guishing between automatic and non-spon-
taneous ones, providing examples thereof.
2. Determining the factors affecting the rate
9-5-2-1-10 Describing the speed of of a chemical reaction (concentration of
reactants, concentration of reactants, pres-
chemical reactions and identifying the
sure, temperature, catalyst).
factors affecting them 3. Explaining the concept of activation ener-
gy and its role in the rate of reaction and
providing an example of it.
4. Defining inhibitors, catalysts, and enzymes
and explaining the importance of their use
to slow down or speed up chemical reac-
tions, and providing examples thereof.

79
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators
2- Physical Sciences
2-2 Motion and Forces
1. Distinguishing between types of velocity
theoretically and graphically by calculating
the velocity value of a moving object.
2. Explaining the concept of acceleration for a
moving body, and indicating the time of its
occurrence.
9-5-2-2-1 Describing the movement 3. Explaining the relationship between ac-
of a body based on the concepts of the celeration, velocity, displacement, time
main elements of movement and distin- and direction of motion theoretically and
guishing between them mathematically.
4. Calculating the value of positive and neg-
ative acceleration mathematically for a
moving object in its environment.
5. Identifying the circular motion, show the
effect of the centripetal force on it, and
providing an example of it.
1. Explaining the concept of momentum,
listing daily life examples of it, identifying
the factors affecting it, and describing it
graphically and mathematically.
9-5-2-2-2 Understanding the concept 2. Calculating the magnitude of momentum
of momentum and the law of momen- mathematically for a moving body. Explain-
tum conservation ing the law of conservation of momentum
theoretically and mathematically.
3. Predicting the motion of bodies based on
the principle of conservation of momentum
and providing examples thereof.

80
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators
1. Stating Newton’s first law of motion and
providing examples thereof.
9-5-2-2-3 Understanding the concept 2. Defining the force of friction, give examples
of friction force, its types, and how it of it, and explaining how friction affects
affects the movement of objects. motion.
3. Listing types of friction (static, sliding, and
rolling), distinguishing each type, and pro-
viding examples thereof.

1. Clarifying the concept of moment of inertia.

9-5-2-2-4 Understanding the concept 2. Giving examples of factors affecting inertia
of moment of inertia and reformulating in daily life.
Newton’s first law based on it. 3. Formulating Newton’s first law according
to the moment of inertia.

1. Explaining Newton’s second law theo-

retically and graphically. Listing daily life
examples.
2. Determining the relationship between the
acceleration of the body and the factors
affecting it, based on Newton’s second law,
9-5-2-2-5 Understanding Newton’s
theoretically and mathematically.
second law theoretically and graphically
3. Calculating the value of the acceleration
and determining the relationship be-
of the body affected by the resultant force
tween body acceleration and the factors
mathematically.
affecting it.
4. Defining the force of gravity and its effects
on bodies and providing examples.
5. Defining the concept of weight, differen-
tiating between the weight and the mass.
Calculating the weight of an object mathe-
matically.

81
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators

1. Determining the magnitude and direction

of the mutual forces between two bodies,
theoretically and graphically, and calculat-
ing them mathematically.
9-5-2-2-6 Understanding Newton’s 2. Formulating Newton’s third law and giving
third law and calculating the value of practical daily life examples.
mutual forces mathematically based on 3. Explaining some phenomena related to
it. Newton’s third law, such as weightlessness
and free fall, theoretically and graphically.
4. Explaining gravitational attraction between
two bodies and the factors affecting it
based on the universal law of attraction.

2- Physical Sciences
2-3 Electromagnetism

1. Explaining the concept of electric current

theoretically and by drawing.
9-5-2-3-1 Explaining the concept of
2. Describing the methods of generating elec-
electric current and methods of gen-
tric current in electrical circuits.
erating it in electrical circuits and its
3. Explaining the flow of electric current in a
relationship to voltage and electrical
circuit and its relationship to voltage and
resistance, and distinguishing between
electrical resistance.
direct and alternating currents
4. Distinguishing between direct current and
alternating current and their sources

82
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators

1. Explaining the formation of the electric

force between charges theoretically and
graphically, and describing its relationship
9-5-2-3-2 Understanding the relation- to the electric field.
ship between the electric field and the 2. Comparing the magnetic field and the elec-
electric force and the role of electric tric field theoretically and by drawing.
circuits in transferring energy in differ- 3. Explaining the components and role of
ent ways, and the relationship between electrical circuits in energy transmission.
the magnetic field and the electric field 4. Comparing between series and parallel
theoretically and by drawing. connection in electrical circuits, theoreti-
cally and by drawing.
5. Calculating the value of voltage, current
and resistance in electrical circuits from
Ohm’s law mathematically.

1. Comparing the types of materials in terms

of their electrical conductivity.
2. Explaining the meaning of superconduc-
9-5-2-3-3 Comparing between differ-
tors, explaining their characteristics, pro-
ent types of materials in terms of their
viding an example of these materials, and
electrical conductivity
listing their uses.
3. Providing examples of conductive and insu-
lating materials and their uses in daily life.

83
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators

1. Describing magnets, and how they are

created, listing their uses, explaining the
difference between them and electromag-
nets.
2. Explaining the relationship between the
electric current and the magnetic field, and
deducing the factors that control it.
9-5-2-3-4 Describing the relationship
3. Explaining the meaning of electromagnet,
between magnets and electric current
listing its applied uses, and showing how
and their role in designing devices that
an electric current generates a magnetic
convert electrical energy into mechani-
field.
cal energy and vice versa.
4. Defining the magnetic region, explaining
how magnets are generated, and providing
an example.
5. Suggesting devices that convert electrical
energy into mechanical energy and vice
versa, using magnetic fields produced by
currents.

2- Physical Sciences
2-3 Energy

1. Explaining the concept of thermal energy.

9-5-2-4-1 Clarifying the concept of 2. Giving examples of thermal energy and its
thermal energy, its impact and relation- effects on his daily life.
ship to temperature 3. Describing the relationship between ther-
mal energy and temperature.

84
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators

1. Explaining the transfer and conduction of

heat between objects.
2. Comparing the methods of transmission
and conduction of thermal energy between
9-5-2-4-2 Understanding the mecha- objects.
nism of heat transmission and conduc- 3. Distinguishing between materials based on
tion between objects, and measuring their degree of heat conduction.
temperature. 4. Explaining the method of designing a ther-
mometer.
5. Comparing the properties of temperature
scales (Celsius, Fahrenheit, and Kelvin) and
mathematically convert between them.

1. Explaining the concept of specific heat.

2. Describing the relationship between ther-
9-5-2-4-3 Understanding specific heat mal conductivity and specific heat.
and the factors affecting it 3. Determining the factors affecting the
body’s absorption or loss of thermal ener-
gy.

1. Comparing between the characteristics of

the body’s kinetic energy, potential energy,
and the factors affecting each type.
2. Listing daily life examples of the trans-
formation from kinetic energy to potential
energy and vice versa.
3. Deducing the linear and non-linear rela-
9-5-2-4-4 Distinguishing between the
tionship between kinetic energy and the
kinetic and potential energy of a body
mass and speed of the moving body and
and the factors affecting them.
express it mathematically.
4. Calculating the kinetic and potential energy
of objects, and deducing the relationship
between them.
5. Predicting the relationship between the po-
tential energy and the height of the object
above the Earth’s surface.

85
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators

1. Giving examples from the surrounding

environment that illustrate the concept of
energy transformation from one form to
another.
9-5-2-4-5 Understanding the law of 2. Tracking a series of applications of techni-
energy conservation during its transfor- cal or natural energy transformations and
mations and suggesting ways to gener- applying the law of conservation of energy
ate energy in it.
3. Proposing ways to generate energy from
renewable and non-renewable natural
resources depending on the mechanism of
energy generation.

2- Physical Sciences
2-5 Waves and vibrations
1. Explaining the concept of sound wave theo-
retically and by drawing.
2. Determining the type of sound wave (longi-
tudinal or transverse)
3. Describing the properties of sound waves
9-5-2-5-1 Understanding the behavior
(wavelength, frequency, amplitude) mathe-
and characteristics of sound waves.
matically and graphically.
4. Distinguishing between the intensity of the
sound, its sharpness, and its loudness.
5. Explaining the occurrence of echo and its
applications in daily life.
1. Explaining the concept of light wave theo-
retically and by drawing, and defining the
type of light wave (longitudinal or trans-
verse.), describing the properties of light
waves (wavelength, frequency, amplitude)
mathematically and graphically.
9-5-2-5-2 Understanding the behavior 2. Explaining color vision based on the prop-
of light waves, their distinctive proper- erties of light waves as they travel through
ties, and their associated applications physical media.
3. Explaining with examples the applications
of light electromagnetic spectrum in every-
day life.
4. Explaining the reflection, refraction, and
absorption of light through its transmission
through different media.

86
3- Earth and space sciences
3-1 The universe and the solar system
By the end of third grade (9), the student will demonstrate proficiency in:
1. Explaining the means, techniques and tools
used in space exploration and listing the
most important space flights.
2. Explaining one of the means of exploring
9-5-3-1-1 Describing some of the the universe, illustrating its basic charac-
methods, techniques and tools used in teristics and its most prominent advantag-
exploring the universe and evaluating es.
the information explored about it. 3. Organizing and analyzing the data and
information available on the vastness and
magnitude of the universe, on the number
of galaxies, their cosmic distances and
paths, to provide evidence for them.

87
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators
1- Explaining some of the tools and means of ex-
9-5-3-1-3 Analyzing information ploring the solar system.
related to the movement of celes- 2- Describing the prevailing climatic conditions in
tial bodies and their apparent and some planets of the solar system.
relative locations, and deducing the 3- Analyzing information related to the movement
conditions prevailing in them of celestial bodies across the sky to know their
apparent and relative locations.
4- Evaluating the supporting or denying informa-
tion about the existence of life outside of planet
Earth.
At the end of Grade Nine (9) students will be able to:
3- Earth and space sciences
3-2 Earth System
1- Describing the changes resulting from the phe-
nomenon of heat transfer, retention and their
effects.
9 5-3-2-1-Explaining the causes
2- Analyzing data to identify similarities and differ-
of climate change, its effects and
ences in temperatures in the surrounding area.
associated phenomena
3- Providing evidence of the causes of climate
change in some parts of the world and its future
consequences.
1- Determining the rates and locations of carbon in
the Earth’s layers and explaining the process by
which it is cyclically transported.
9 5-3-2-2-Understanding the
2- Describing the phenomena associated with the
importance of the carbon cycle, its
process of carbon transport through the earth’s
geological utility and describing
layers and various materials.
the phenomena associated with it
3- Illustrating the role of organic carbon in the life
of organisms after their death its importance,
and usefulness.
1- Explaining how natural cycles occur in the local
9 5-3-2-3-Describing the natural
environment and determining their usefulness.
cycles and identifying their causes
2- Analyzing information and data related to natu-
and benefits.
ral cycles and their effects on the environment.

88
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators
1- Determining the general and specific character-
istics of rocks and minerals, and indicating their
uses in his area.
9 5-3-2-4-Describing the types of 2- Classifying minerals and providing examples for
rocks and minerals, their charac- comparison to identify similarities and differ-
teristics and uses. ences between them.
3- Explaining the common characteristics of differ-
ent types of rocks that are useful in the process
of classifying, and distinguishing between them.
1- Classifying Igneous rocks according to their
characteristics and locations of origin.
9 5-3-2-5-Explaining the charac- 2- Comparing the types of metamorphic rocks to
teristics of different rocks, their determine the similarities and differences in
classification methods, and the their characteristics.
cycle of their change from one type 3- Explaining the characteristics of sedimentary
to another. rocks, the method of their formation, and the
best way to classify them.
4- Describing the cycle of rock metamorphism.
1- Defining the concept of crack, listing the types
of cracks (normal, reverse, lateral, or slip), and
distinguishing each type by drawing.
2- Defining earthquakes, seismic waves and their
types, and defining the epicenter of the earth-
quake and distinguishing each of them through
9 5-3-2-6-Explaining the causes
drawing.
of stresses affecting the rocks that
3- Explaining the phenomena resulting from earth-
make up the Earth’s interior, and
quakes, explaining the reasons of their occur-
describing the resulting effects.
rence, showing their destructive effects, and
explaining ways to be safe from them.
4- Listing the different forms of volcanoes (shield,
conical, compound, and fissure eruptions),
identifying and distinguishing each of them, and
providing an example.

89
learning outcomes document for national assessment in the areas of:
Reading - Mathematics – Sciences

Science Learning Area (5) – Grade Nine (9)

Learning Outcomes Indicators
1- Defining the theory of the earth’s plates, their
structure and components, listing their types
(oceanic and continental), identifying the litho-
sphere, the plate and the fluid layers, and distin-
guishing the shape of each of them.
2- Explaining what is meant by moving plate
boundaries, listing their types (convergence
boundaries, divergence boundaries, and lateral
9-5-3-2-7 Analyzing information or transformational boundaries), and distin-
and data related to the theory of guishing each type.
plate motion and continental drift 3- Explaining the relationship of volcano sites and
and predicting its results and earthquake centers to plate boundaries, show-
benefits. ing the effect of divergent plate boundaries,
defining rupture pits, and providing an example
of them.
4- Explaining the relationship of convergent and
divergent plate boundaries to earthquakes and
volcanoes.
5- Explaining the results related to the reasons for
platelet movement, its benefits, and the positive
aspect of it

90
Science Learning Area (5) – Grade Nine (9)
Learning Outcomes Indicators
3- Earth and space sciences
3-3 Land and human activity
1- Describing the impact of human activity on the
future of the Earth and predicting various and
adverse changes in human life.
2- Explaining the negative impact of humans on
9 5-3-3-1-Tracking some of the
the Earth system, and providing evidence about
changes that occurred to the Earth
it.
as a result of human activity and
3- Analyzing data and information about natural
exploring the natural hazards that
events on Earth to comparing them in terms of
may occur on Earth and how to
their effects, and to knowing the role of science
predict them.
in predicting them and limiting their damage.
4- Proposing solutions and means to prevent
natural and human hazards and proving their
effectiveness.
1- Describing environmental changes and their
negative effects on natural resources and tracks
9-5-3-3-3 Determining the sourc-
their occurrence over time.
es of natural resources, ways of
2- Predicting the effects and variables when rely-
managing them, and the impor-
ing entirely on non-renewable energy sources.
tance of preserving and developing
3- Proposing solutions and means to preserve nat-
them.
ural resources and protect them from pollution
and depletion

91