3-D Objects

Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 6, 7

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 specific outcomes 6 and 7. Can students:

distinguish 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 3-D objects, according to two attributes, and explain the sorting rule?
identify common attributes of cubes, spheres, cones, cylinders and pyramids from given sets of the same 3-D objects?
identify and describe given 3-D objects with different dimensions?
identify and describe given 3-D objects with different orientations?
create and describe a representation of a given 3-D object, using materials such as modeling clay?
identify examples of cubes, spheres, cones, cylinders and pyramids found in the environment?

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.