Place Value to 100

Strand: Number
Outcomes: 5, 6, 7

Step 2: Determine Evidence of Student Learning

Guiding Questions

What evidence will I look for to know that learning has occurred?
What should students demonstrate to show their understanding of the mathematical concepts, skills and Big Ideas?

Using Achievement Indicators

As you begin planning lessons and learning activities, keep in mind ongoing ways to monitor and assess student learning. One starting point for this planning is to consider the achievement indicators listed in the Mathematics Kindergarten to Grade 9 Program of Studies with Achievement Indicators. You may also generate your own indicators and use them to guide your observation of the students.

The following indicators may be used to determine whether or not students have met specific outcomes 5, 6 and 7. Can students:

order a given set of numbers in ascending or descending order, and verify your results using a hundred chart, number line, ten frames or by making references to place value?
identify and explain errors in a given ordered sequence?
identify missing numbers in a given hundred chart?
identify errors in a given hundred chart?
estimate a given quantity by comparing it to a referent (known quantity)?
estimate the number of groups of ten in a given quantity, using 10 as a referent?
select between two possible estimates for a given quantity, and explain the choice?
explain and show with counters the meaning of each digit for a given 2-digit numeral with both digits the same; e.g., for the numeral 22, the first digit represents two tens (twenty counters) and the second digit represents two ones (two counters)?
count the number of objects in a given set, using groups of 10s and 1s, and record the result as a 2-digit numeral under the headings 10s and 1s?
describe a given 2-digit numeral in at least two ways; e.g., 24 as two 10s and four 1s, twenty and four, two groups of ten and four left over, and twenty-four ones?
illustrate using ten frames and diagrams that a given numeral consists of a certain number of groups of ten and a certain number of ones?
illustrate, using base ten materials, that a given numeral consists of a certain number of tens and a certain number of ones?
explain why the value of a digit depends on its placement within a numeral.
order the digits shown on two dice reliably to make either the smallest or largest numeral possible?

Sample behaviours to look for related to these indicators are suggested for some of the activities found in Step 3, Section C, Choosing Learning Activities.