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# Adding and Subtracting Number to 100

Strand: Number
Outcomes: 8, 9

## 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 specific outcomes 8 and 9. Can students:

• add zero to a given number, and explain why the sum is the same as the given number?
• subtract zero from a given number, and explain why the difference is the same as the given number?
• model addition and subtraction, using concrete or visual representations, and record the process symbolically?
• create a problem involving addition or subtraction given a number sentence?
• create an addition and subtraction number sentence and corresponding story problem for a given solution?
• solve a given problem involving a missing addend, and describe the strategy used?
• solve a given problem involving a missing minuend or subtrahend, and describe the strategy used?
• refine personal strategies to increase their efficiency?
• match a number sentence to a given missing addend problem?
• match a number sentence to a given missing subtrahend or minuend problem?
• explain or demonstrate the commutative property for addition: the order of addition does not affect the sum; e.g., 5 + 6 = 6 + 5?
• add a given set of numbers, using the associative property of addition (grouping a set of numbers in different ways does not affect the sum), and explain why the sum is the same; e.g., 2 + 5 + 3 + 8 = (2 + 3) + 5 + 8 or 5 + 3 + (8 + 2)?
• solve a given addition or subtraction computation in either horizontal or vertical formats?
• identify what each number in the problem means in relation to a part or a whole?
• recognize that some strategies are more efficient than others in particular cases?
• recognize that subtraction is not commutative, and so do not subtract upside down or backwards?
• explain how a strategy for adding and subtracting works and apply it to another similar problem (limited to 1- and 2-digit numerals)?
• create a different personal strategy for adding and subtracting and decide which strategy is more efficient when solving problems?
• analyze a personal strategy created by another person and decide if it makes sense in solving an addition or a subtraction problem?
• solve problems that involve addition and/or subtraction of more than two numbers with a sum or subtrahend of no more than 100?

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.