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Quadrilaterals

Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 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 this specific outcome. Can students:

• identify parallel, intersecting, perpendicular, vertical and horizontal edges and faces on 3‑D objects?
• identify parallel, intersecting, perpendicular, vertical and horizontal sides on 2-D shapes?
• provide examples from the environment that show parallel, intersecting, perpendicular, vertical and horizontal line segments?
• find examples of edges, faces and sides that are parallel, intersecting, perpendicular, vertical and horizontal in print and electronic media, such as newspapers, magazines and the Internet?
• draw 2-D shapes that have sides that are parallel, intersecting, perpendicular, vertical or horizontal?
• draw 3-D objects that have edges and faces that are parallel, intersecting, perpendicular, vertical or horizontal?
• describe the faces and edges of a given 3-D object, using terms such as parallel, intersecting, perpendicular, vertical or horizontal?
• describe the sides of a given 2-D shape, using terms such as parallel, intersecting, perpendicular, vertical or horizontal?
• identify and describe the characteristics of a pre-sorted set of quadrilaterals?
• sort a given set of quadrilaterals and explain the sorting rule?
• sort a given set of quadrilaterals according to the lengths of the sides?
• sort a given set of quadrilaterals according to whether or not opposite sides are parallel?
• use intersecting diagonals (perpendicular and not perpendicular, bisected or not bisected) to identify and sort quadrilaterals, including rectangles, squares, trapezoids, parallelograms and rhombuses
• explain the relationship among the set of quadrilaterals, using properties to describe the essential characteristics of each quadrilateral; e.g., all squares are rectangles because all squares have four sides and four right angles like rectangles but they also have four equal sides, making them special rectangles

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.