# Preservation of Equality

**Strand:** Patterns and Relations (Variables and Equations)

**Outcome:** 3

## Step 4: Assess Student Learning

### Guiding Questions

- Look back at what you determined as acceptable evidence in Step 2.
- What are the most appropriate methods and activities for assessing student learning?
- How will I align my assessment strategies with my teaching strategies?

### Sample Assessment Tasks

In addition to ongoing assessment throughout the lessons, consider the following sample activities to evaluate the students' learning at key milestones. Suggestions are given for assessing all students as a class or in groups, individual students in need of further evaluation, and individual or groups of students in a variety of contexts.

### A. Whole Class/Group Assessment

Note: Performance-based assessment tasks are under development.

Examples of Group Assessment

### B. One-on-One Assessment

Examples of One on One Assessment

### C. Applied Learning

Provide opportunities for students to use their preservation of equality strategies in a practical situation and notice whether or not the strategies transfer. For example, ask the student how many times greater the circumference of circular plot would be if the diameter is doubled. Does the student:

- use equality in describing the formula for the circumference of a circle?
- explain that multiplying both sides of an equality by 2 maintains the equality?
- explain that if the diameter is doubled then the circumference must be doubled as well so that the equality of the formula is maintained?
- transfer this understanding of equality by responding correctly to other similar questions, such as tripling the length of one side of a square and finding the effect on the perimeter of the square?

### Related Resources