Counting to 1000

Strand: Number
Outcome: 1

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 this specific outcome. Can students:

extend a given skip-counting sequence by 5s, 10s or 100s, forward and backward, using a given starting point?
extend a given skip-counting sequence by 3s, forward and backward, starting at a given multiple of 3?
extend a given skip-counting sequence by 4s, forward and backward, starting at a given multiple of 4?
extend a given skip-counting sequence by 25s, forward and backward, starting at a given multiple of 25?
identify and correct errors and omissions in a given skip-counting sequence?
determine the value of a given set of coins (nickels, dimes, quarters and loonies) by using skip counting?
identify and explain the skip-counting pattern for a given number sequence?

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