Solving Equations

Strand: Patterns and Relations (Variables and Equations)
Outcome: 2

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:

model a given problem with a linear equation and solve the equation using concrete models; e.g., counters, integer tiles?
verify the solution to a given linear equation using a variety of methods, including concrete materials, diagrams and substitution?
draw a visual representation of the steps used to solve a given linear equation and record each step symbolically?
solve a given linear equation symbolically?
identify and correct an error in a given incorrect solution of a linear equation?
apply the distributive property to solve a given linear equation; e.g., 2(x + 3) = 5 is equivalent to 2x + 6 = 5?
solve a given problem using a linear equation and record the process?

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.