Measurement

Strand: Shape and Space (Measurement)
Outcomes: 2, 3, 4, 5

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 the students have met this specific outcome. Can students:

explain why one of two given nonstandard units may be a better choice for measuring the length of an object?
explain why one of two given nonstandard units may be a better choice for measuring the mass (weight) of an object?
select a nonstandard unit for measuring the length or mass (weight) of an object, and explain why it was chosen?
estimate the number of nonstandard units needed for a given measurement task?
explain why the number of units of measurement will vary depending upon the unit of measure used?
estimate, measure and record the length, height, distance around or mass (weight) of a given object, using nonstandard units?
compare and order the measure of two or more objects in ascending or descending order, and explain the method of ordering?
explain why overlapping or leaving gaps does not result in accurate measures?
count the number of nonstandard units required to measure the length of a given object, using a single copy or multiple copies of a unit?
estimate and measure a given object, using multiple copies of a nonstandard unit and using a single copy of the same unit many times, and explain the results?
estimate and measure, using nonstandard units, a given length that is not a straight line?
measure a given object, change the orientation, re-measure and explain the results?
recognize that if two nonstandard units are used to measure the same length or mass, more of the smaller unit will be required?

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.