Font:

# Preservation of Equality

Strand: Patterns and Relations (Variables and Equations)
Outcome: 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 Alberta K–9 Mathematics 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.

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

• Model the preservation of equality for each of the four operations, using concrete materials, or, using pictorial representations, explain the process orally and record it symbolically.
• Write equivalent forms of a given equation by applying the preservation of equality and verify, using concrete materials; e.g., 3b = 12 is the same as 3b + 5 = 12 + 5 or 2r = 7 is the same as 3(2r) = 3(7).
• Solve a given problem by applying preservation of equality.

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