3-D Objects/2-D Shapes

Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 2, 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 Alberta K–9 Mathematics Program of Studies with Achievement Indicators. You may also generate your own indicators and use these to guide your observation of students.

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

Sort a given set of familiar 3-D objects using a single attribute, such as size or shape, and explain the sorting rule.
Determine the difference between two given pre-sorted sets by explaining a sorting rule used to sort them.
Create a representation of a given 3-D object, using materials such as modelling clay and building blocks, and compare the representation to the original 3-D object.
Describe a given 3-D object, using words such as big, little, round, like a box and like a can.

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