3-D Objects/2-D Shapes

Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 2, 3, 4

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 these specific outcomes.

Sort a given set of familiar 3-D objects or 2-D shapes, using a given sorting rule.
Sort a given set of familiar 3-D objects, using a single attribute determined by the student, and explain the sorting rule.
Sort a given set of 2-D shapes, using a single attribute determined by the student, and explain the sorting rule.
Determine the difference between two given pre-sorted sets of familiar 3-D objects or 2-D shapes and explain a possible rule used to sort them.
Select 2-D shapes from a given set of 2-D shapes to reproduce a given composite 2-D shape.
Select 3-D objects from a given set of 3-D objects to reproduce a given composite 3-D object.
Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.
Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.
Identify 3-D objects in the environment that have parts similar to a given 2-D shape.

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.