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# Addition and Subtraction of Integers

Strand: Number
Outcome: 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 Alberta K–9 Program of Studies with Achievement Indicators (Alberta Education 2007). You may also generate your own indicators and use these to guide your observation of the students.

Achivement Indicators may be used to determine whether the students have met this specific outcome.

The following achievement indicators may be used to determine whether students have met this specific outcome.

• Explain, using concrete materials such as integer tiles and diagrams, that the sum of opposite integers is zero.
• Illustrate, using a number line, the results of adding or subtracting negative and positive integers; e.g., a move in one direction followed by an equivalent move in the opposite direction results in no net change in position.
• Add two given integers, using concrete materials or pictorial representations, and record the process symbolically.
• Subtract two given integers, using concrete materials or pictorial representations, and record the process symbolically.
• Illustrate the relations between adding integers and subtracting integers.
• Solve a given problem involving the addition and subtraction of integers.

Some sample behaviours to look for in relation to the achievement indicators are suggested for many of the instructional activities in Step 3, Section C, Choosing Learning Activities.