Angles and Triangles

Strand: Shape and Space (Measurement)
Outcome: 1

Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 4 and 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 these 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:

identify the characteristics of a given set of triangles according to their sides and/or their interior angles?
sort a given set of triangles and explain the sorting rule?
identify a specified triangle from a given set of triangles; e.g., isosceles?
draw a specified triangle; e.g., scalene?
replicate a given triangle in different orientation and show that the two are congruent?
sort a given set of 2-D shapes into polygons and non-polygons and explain the sorting rule?
demonstrate congruence (sides-to-sides and angles-to-angles) in a regular polygon by superimposing?
demonstrate congruence (sides-to-sides and angles-to-angles) in a regular polygon by measuring?
demonstrate that the sides of a given regular polygon are the same length and that the angles of a regular polygon are the same measure?
sort a given set of polygons as regular or irregular and justify the sorting?
identify and describe regular and irregular polygons in the environment?
classify a given set of angles according to their measure; e.g., acute, right, obtuse, straight, reflex?
estimate the measure of an angle, using 45°, 90° and 180° as reference angles?
measure, using a protractor, given angles in various orientations?
draw and label a specified angle in various orientations, using a protractor?

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.