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Capacity

Strand: Shape and Space (Measurement)
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

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:

• use direct comparison to compare the capacity of two containers?
• use nonstandard units to measure the capacity of containers?
• make indirect comparisons by using nonstandard units to measure the capacity of containers?
• measure a container using larger then smaller nonstandard units of measure to establish that the smaller the unit of measure the more you need to measure the capacity of a given container?
• construct a graduated or calibrated beaker using nonstandard units of measurement for capacity?
• demonstrate that 1000 millilitres is equivalent to 1 litre by filling a 1 litre container using a combination of smaller containers?
• provide a referent for a litre and explain the choice?
• provide a referent for a millilitre and explain the choice?
• determine the capacity unit of a given referent?
• estimate the capacity of a given container using personal referents?
• determine the capacity of a given container using materials that take the shape of the inside of the container (e.g., a liquid, rice, sand, beads) and explain the strategy?

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.