# Equality and Inequality

**Strand:** Patterns and Relations (Variables and Equations)

**Outcomes:** 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 Alberta K–9 Mathematics Program of Studies with Achievement Indicators*. You may also generate your own indicators and use these to guide your observation of students.

The following achievement indicators may be used to determine whether students have met this specific outcome.

- Construct two equal sets, using the same objects (same shape and mass), and demonstrate their equality of number, using a balance limited to 20 elements.
- Construct two unequal sets, using the same objects (same shape and mass), and demonstrate their inequality of number, using a balance limited to 20 elements.
- Determine if two given concrete sets are equal or unequal and explain the process used.
- Represent a given equality, using manipulatives or pictures.
- Represent a given pictorial or concrete equality in symbolic form.
- Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).
- Record different representations of the same quantity (0 to 20) as equalities.

Some sample behaviours to look for in relation to these indicators are suggested for many of the instructional activities in Step 3, Section C, Choosing Learning Activities.