Percents

Strand: Number
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 the students.

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

provide a context where a percent may be more than 100% or between 0% and 1%?
represent a given fractional percent using grid paper?
represent a given percent greater than 100% using grid paper?
determine the percent represented by a given shaded region on a grid and record it in decimal, fraction and percent form?
express a given percent in decimal or fraction form?
express a given decimal in percent or fraction form?
express a given fraction in decimal or percent form?
solve a given problem involving percents?
solve a given problem involving combined percents; e.g., addition of percents, such as GST + PST?
solve a given problem that involves finding the percent of a percent; e.g., “A population increased by 10% one year and by 15% the next year. Explain why there was not a 25% increase in population over the two years”?

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.