Planning GuideGrade 6
Download Print Version
 Font:  

Equations with Letter Variables

Strand: Patterns and Relations (Variables and Equations)
Outcomes: 3 and 4

Strand: Shape and Space (Measurement)
Outcome: 3

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 students.

The following indicators may be used to determine whether or not students have met the specific outcomes. Can students:

  • write and explain the formula for finding the perimeter of any given rectangle?
  • write and explain the formula for finding the area of any given rectangle?
  • develop and justify equations using letter variables that illustrate the commutative property of addition and multiplication; e.g., a + b = b + a or a × b = b × a?
  • describe the relationship, in a given table, using a mathematical expression?
  • represent a pattern rule, using a simple mathematical expression such as 4d or 2n + 1?
  • identify the unknown in a problem where the unknown could have more than one value, and represent the problem with an equation?
  • create a problem for a given equation with one unknown?
  • identify the unknown in a problem, represent the problem with an equation, and solve the problem concretely, pictorially or symbolically?
  • explain, using models, how the perimeter of any polygon can be determined?
  • generalize a rule (formula) for determining the perimeter of polygons, including rectangles and squares?
  • explain, using models, how the area of any rectangle can be determined?
  • generalize a rule (formula) for determining the area of rectangles?
  • explain, using models, how the volume of any right rectangular prism can be determined?
  • generalize a rule (formula) for determining the volume of right rectangular prisms?
  • solve a given problem involving the perimeter of polygons, the area of rectangles and/or the volume of right rectangular prisms?

Sample behaviours to look for related to these indicators are suggested for some of the activities listed in Step 3, Section C: Choosing Learning Activities.