Planning GuideGrade 2
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Addition and Subtraction Facts to 18

Strand: Number
Outcome: 10

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:

  • explain how a mental mathematics strategy could be used to determine a basic fact?
  • demonstrate a mental mathematics strategy that could be used to determine a basic fact?
  • use and describe a personal strategy for determining a sum to 18?
  • increase efficiency by adopting a new strategy or changing personal strategies?
  • explain reasoning for a personal strategy selection that points to efficiency?
  • analyze a personal strategy created by another person to determine if it suits the given problem and is efficient?
  • demonstrate in solving problems the application of a personal strategy?
  • add to find the answer to a subtraction problem?
  • identify the related subtraction fact for any addition fact?

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.