# Equality and Inequality

**Strand:** Patterns and Relations

**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 *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 students have met these specific outcomes. Can students:

- determine whether two given quantities of the same object (same shape and mass) are equal by using a balance?
- construct and draw two unequal sets, using the same object ( same shape and mass), and explain the reasoning?
- demonstrate how to change two given sets, equal in number, to create inequality?
- choose from three or more given sets the one that does not have a quantity equal to the others and explain why?
- determine whether two sides of a given number sentence are equal (=) or not equal (≠), write the appropriate symbol and justify the answer?
- model equalities, using a variety of concrete representations, and record the equalities symbolically?
- model inequalities, using a variety of concrete representations, and record the inequalities symbolically?

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**.