Place Value

Strand: Number
Outcome: 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

The following indicators may be used to determine whether or not students have met this specific outcome. Can students:

record, in more than one way, the number represented by given proportional materials
(e.g., base ten materials) and non-proportional materials (e.g., money)?
represent a given number in different ways, using proportional and non-proportional materials, and explain how the representations are equivalent; e.g., 351 can be represented as 3 hundreds, 5 tens and 1 one; or 2 hundreds, 15 tens and 1 one; or 3 hundreds, 4 tens and 11 ones?
explain and show, with counters, the meaning of each digit for a given 3-digit numeral with all digits the same; e.g., for the numeral 222, the first digit represents 2 hundreds
(200 counters), the second digit represents 2 tens (20 counters) and the third digit represents
2 ones (2 counters)?
explain, using concrete materials, the meaning of zero as a place holder in a given number?

Sample behaviours to look for related to these indicators are suggested for some of the activities listed in Step 3, Section C, Choosing Learning Activities.