Equations with Letter Variables
Strand: Patterns
and Relations (Variables and Equations)
Outcomes: 3 and 4
Strand: Shape and Space
(Measurement)
Outcome: 3
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 the specific
outcomes. Can students:
- write and explain the formula for finding
the perimeter of any given rectangle?
- write and explain the formula for finding
the area of any given rectangle?
- develop and justify equations using letter
variables that illustrate the commutative
property of addition and multiplication; e.g., a + b = b + a or a × b = b × a?
- describe the relationship, in a given table,
using a mathematical expression?
- represent a pattern rule, using a simple
mathematical expression such as 4d or
2n + 1?
- identify the unknown in a problem where
the unknown could have more than one value,
and represent the problem with an equation?
- create a problem for a given equation with
one unknown?
- identify the unknown in a problem, represent
the problem with an equation, and solve the
problem concretely, pictorially or symbolically?
- explain, using models, how the perimeter
of any polygon can be determined?
- generalize a rule (formula) for determining
the perimeter of polygons, including rectangles
and squares?
- explain, using models, how the area of any
rectangle can be determined?
- generalize a rule (formula) for determining
the area of rectangles?
- explain, using models, how the volume of
any right rectangular prism can be determined?
- generalize a rule (formula) for determining
the volume of right rectangular prisms?
- solve a given problem involving the perimeter
of polygons, the area of rectangles and/or
the volume of right rectangular prisms?
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.