Planning GuideGrade 2
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Increasing Patterns

Strand: Patterns and Relations
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 students have met this specific outcome. Can students:

  • identify and describe increasing patterns in a variety of given contexts; e.g., hundred chart, number line, addition tables, calendar, tiling pattern or drawings?
  • represent the relationship in a given increasing pattern concretely and pictorially?
  • identify errors in a given increasing pattern?
  • explain the rule used to create a given increasing pattern?
  • create an increasing pattern and explain the pattern rule?
  • represent a given increasing pattern using another mode; e.g., colour to shape?
  • solve a given problem using increasing patterns?
  • identify and describe increasing patterns in the environment; e.g., house/room numbers, book pages, calendar, pine cones, leap years?
  • determine missing elements in a given concrete, pictorial or symbolic increasing pattern, and explain the reasoning?
  • extend increasing patterns?

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.