Sorting and Describing Shapes and Objects

Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 6 and 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 students.

The following indicators may be used to determine whether or not students have met this specific outcome. Can students:

identify the faces, edges and vertices of given 3-D objects, including cubes, spheres, cones, cylinders, pyramids and prisms?
identify the shape of the faces of a given 3-D object?
determine the number of faces, edges and vertices of a given 3-D object?
construct a skeleton of a given 3-D object, and describe how the skeleton relates to the
3-D object?
sort a given set of 3-D objects according to the number of faces, edges or vertices?
classify a given set of regular and irregular polygons according to the number of sides?
identify given regular and irregular polygons that have different dimensions?
identify given regular and irregular polygons that have different orientations?

Some sample behaviours to look for in relation to the achievement indicators are suggested for many of the instructional activities found in Step 3, Section C, Choosing Learning Activities.