Planning GuideGrade 1
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Numbers to 20

Strand: Number
Outcomes: 4, 5, 6

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.

  • Represent a given number up to 20, using a variety of manipulatives, including ten frames and base ten materials.
  • Read given number words to 20.
  • Partition any given quantity up to 20 into two parts and identify the number of objects in each part.
  • Model a given number, using two different objects; e.g., 10 desks represents the same number as 10 pencils.
  • Place given numerals on a number line with benchmarks 0, 5, 10 and 20.
  • Find examples of a given number in the environment.
  • Build a set equal to a given set that contains up to 20 elements.
  • Build a set that has more, fewer or as many elements as a given set.
  • Build several sets of different objects that have the same given number of elements in the set.
  • Compare two given sets, using one-to-one correspondence, and describe them, using comparative words such as more, fewer or as many.
  • Compare a set to a given referent, using comparative language.
  • Solve a given problem (pictures and words) that involves the comparison of two quantities.
  • Estimate a given quantity by comparing it to a given referent (known quantity).
  • Select an estimate for a given quantity from at least two possible choices and explain the choice.

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.