Patterns in Linear Equations

Strand: Patterns and Relations (Patterns)
Outcomes: 1 and 2

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 them to guide your observation of the students.

The following indicators may be used to determine whether or not students have met specific outcomes 1 and 2. Can students:

write an expression representing a given pictorial, oral or written pattern?
write a linear equation to represent a given context?
describe a context for a given linear equation?
solve, using a linear equation, a given problem that involves pictorial, oral and written linear patterns?
write a linear equation representing the pattern in a given table of values, and verify the equation by substituting values from the table?
describe the pattern found in a given graph?
graph a given linear relation, including horizontal and vertical lines?
match given equations of linear relations with their corresponding graphs?
extend a given graph (extrapolate) to determine the value of an unknown element?
interpolate the approximate value of one variable on a given graph, given the value of the other variable?
extrapolate the approximate value of one variable from a given graph, given the value of the other variable?
solve a given problem by graphing a linear relation and analyzing the graph?

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.