Introducing Multiplication

Strand: Number
Outcome: 11

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 this specific outcome. Can students:

identify events from experience that can be described as multiplication?
represent a given story problem, using manipulatives or diagrams, and record the problem in a number sentence?
represent a given multiplication expression as repeated addition?
represent a given repeated addition as multiplication?
create and illustrate a story problem for a given number sentence; e.g., 2 × 3 = 6?
represent, concretely or pictorially, equal groups for a given number sentence?
represent a given multiplication expression, using an array?
create an array to model the commutative property of multiplication?
relate multiplication to division by using arrays and writing related number sentences?
solve a given multiplication problem?

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