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Circles

Strand: Shape and Space (Measurement)
Outcome: 1

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 Alberta K–9 Mathematics Program of Studies with Achievement Indicators (Alberta Education 2007). You may also generate your own indicators and use these to guide your observation of students.

Achivement Indicators may be used to determine whether the students have met this specific outcome.

The following achievement indicators may be used to determine whether students have met this specific outcome.

• Illustrate and explain that the diameter is twice the radius in a given circle.
• Illustrate and explain that the circumference is approximately three times the diameter in a given circle.
• Explain that, for all circles, pi is the ratio of the circumference to the diameter (C/d), and its value is approximately 3.14.
• Explain, using an illustration, that the sum of the central angles of a circle is 360°.
• Draw a circle with a given radius or diameter with and without a compass.
• Solve a given contextual problem involving circles.

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