# One-step Equations

**Strand:** Patterns and Relations (Variables and Equations)

**Outcomes:** 2, 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 *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:

- explain the purpose of the letter variable in a given addition, subtraction, multiplication or division equation with one unknown; e.g., 36 ÷
*n* = 6?
- express a given pictorial or concrete representation of an equation in symbolic form?
- identify the unknown in a problem and represent the problem with an equation?
- create a problem for a given equation with one unknown?
- express a given problem as an equation where the unknown is represented by a letter variable?
- solve a given single-variable equation with the unknown in any of the terms; e.g.,
*n* + 2 = 5, 4 + *a* = 7, 6 = *r* – 2, 10 = 2*c*?
- identify the unknown in a problem, represent the problem with an equation and solve the problem concretely, pictorial or symbolically?
- create a problem for a given equation?

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**.