# Attributes/Measurement

**Strand:** Shape and Space (Measurement)

**Outcome:** 1

## 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 students.

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

- Compare the length (height) of two given objects and explain the comparison, using the words shorter, longer (taller) or almost the same.
- Compare the mass (weight) of two given objects and explain the comparison, using the words lighter, heavier or almost the same.
- Compare the volume (capacity) of two given objects and explain the comparison, using the words less, more, bigger, smaller or almost the same.

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