# 2-D Shapes

**Strand:** Shape and Space (3-D Objects and 2-D Shapes)

**Outcomes:** 6, 8

## 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:

- determine the differences between two given pre-sorted sets, and explain the sorting rule?
- identify and name two common attributes of items within a given sorted group?
- sort a given set of 2-D shapes (regular and irregular), according to two attributes, and explain the sorting rule?
- identify common attributes of triangles, squares, rectangles and circles from given sets of the same 2-D shapes?
- identify given 2-D shapes with different dimensions?
- identify given 2-D shapes with different orientations?
- create a model to represent a given 2-D shape?
- create a pictorial representation of a given 2-D shape?

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**.