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Strand: Number
Outcome: 3

## 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 Alberta K–9 Mathematics Program of Studies with Achievement Indicators (Alberta Education 2007). You may also generate your own indicators and use these to guide your observation of the students.

Achivement Indicators may be used to determine whether the students have met this specific outcome.

• Explain how to keep track of digits that have the same place value when adding numbers (limited to 3- and 4-digit numerals).
• Explain how to keep track of digits that have the same place value when subtracting numbers (limited to 3- and 4-digit numerals).
• Describe a situation in which an estimate rather than an exact answer is sufficient.
• Estimate sums and differences using different strategies; e.g., front-end estimation and compensation.
• Solve problems that involve addition and subtraction (limited to 3- and 4-digit numerals) and decide on the reasonableness of the answer by connecting it to the estimated sum or difference.
• Recognize related problems that can help with the problem.
• Know what each number in the problem means in relation to a part or a whole.
• Solve problems that involve addition and subtraction in more than one way, limited to 3- and 4-digit numerals. For example, 385 + XX = 500 or 500 – 385 =  XX .
• Use the relationship among operations to improve proficiency in problem solving.
• Know and draw on number facts and other number relationships.
• Use the structure of the base ten number system to calculate sums and differences; e.g., adds 300 to 3689 efficiently and explains the process using place value.
• Explain how a personal strategy for adding and subtracting works and apply it to another similar problem (limited to 3- and 4-digit numerals).
• Create a different personal strategy for adding and subtracting and decide which strategy is most efficient in solving problems.
• Create a problem given a number sentence for addition or subtraction.
• 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 subtraction of more than 2 numbers.

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