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Ratio and Percent

Strand: Number
Outcomes: 5 and 6

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 the specific outcomes. Can students:

• provide a concrete or pictorial representation for a given ratio?
• write a ratio from a given concrete or pictorial representation?
• express a given ratio in multiple forms, such as 3:5,  or 3 to 5?
• identify and describe ratios from real-life contexts and record them symbolically?
• explain the part-to-whole and part-to-part ratios of a set; e.g., for a group of three girls and five boys, explain the ratios 3:5, 3:8 and 5:8?
• explain that comparison of ratios requires comparison of the same size whole?
• solve a given problem involving ratio?
• explain that "percent" means "out of 100"?
• explain that percent is a ratio out of 100?
• use concrete materials and pictorial representations to illustrate a given percent?
• record the percent displayed in a given concrete or pictorial representation?
• express a given percent as a fraction and a decimal by connecting concrete, pictorial and symbolic representations?
• express a given fraction or a given decimal as a percent by connecting concrete, pictorial and symbolic representations?
• identify and describe percents from real-life contexts and record them symbolically?
• solve a given problem involving percents?
• explore the comparison of percents?
• solve part–whole–percent problems in which two out of three are provided and the third must be found?

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.