Planning GuideGrade 5
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Strand: Shape and Space (Measurement)
Outcome: 4

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:

  • rearrange a given object and determine that the volume of the object remains unchanged?
  • use direct comparison to compare the volume of two objects?
  • use nonstandard units to measure the volume of objects?
  • make indirect comparisons by using nonstandard units to measure the volume of objects?
  • measure the volume of an object using larger then smaller nonstandard units of measure to establish that the smaller the unit of measure, the more you need to measure the volume of a given object?
  • identify the cube as the most efficient unit for measuring volume and explain why?
  • provide a referent for a cubic centimetre and explain the choice?
  • provide a referent for a cubic metre and explain the choice?
  • determine which standard cubic unit is represented by a given referent?
  • estimate the volume of a given 3-D object using personal referents?
  • determine the volume of a given 3-D object, using manipulatives, and explain the strategy?
  • construct a right rectangular prism for a given volume?
  • construct more than one right rectangular prism for the same given volume?
  • solve problems involving the volume of 3-D objects?

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.