# Numbers 1–10

**Strand:** Number

**Outcomes:** 3, 4, 5

## 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*. 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.

- Construct a set of objects corresponding to a given numeral.
- Name the number for a given set of objects.
- Hold up the appropriate number of fingers for a given numeral.
- Match numerals with their given pictorial representations.
- Partition a given quantity into two parts, using fingers, counters or other objects, and identify the number of objects in each part.
- Show a given number as two parts, using pictures, and name the number of objects in each part.
- Construct a set to show more than, fewer than or as many as a given set.
- Compare two given sets through direct comparison and describe the sets, using words such as more, fewer, as many as or the same number.

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**.