Creating Equal Sets Behaviours/Strategies Student guesses to create equal Student makes identical sets (e.g., Student creates equal sets (e.g., by Student makes equal sets with ease sets. uses the same number of each counting or matching), but doesn’t and understands that as long as the colour of cube and/or arranges the associate with balanced number of cubes in each pan does “equal” cubes in the same way). pans. not change, the pans will be balanced. Observations/Documentation Creating Unequal Sets Behaviours/Strategies Student guesses to create unequal Student makes unequal sets, but Student knows which set has more/ Student makes unequal sets with sets. does not know whether the new set fewer by looking at the sets, but ease and understands that the lower has more or fewer cubes than the does not associate more/fewer with pan contains the greater amount. original set. the heights of the pans on the pan balance. Observations/Documentation
Creating Equal Sets Behaviours/Strategies Student guesses to create equal sets. Student makes identical sets (e.g., uses the same number of each colour of cube and/or arranges the cubes in the same way). Student creates equal sets (e.g., by counting or matching), but doesn’t associate “equal” with balanced pans. Student makes equal sets with ease and understands that as long as the number of cubes in each pan does not change, the pans will be balanced. Observations/Documentation Creating Unequal Sets Behaviours/Strategies Student guesses to create unequal sets. Student makes unequal sets, but does not know whether the new set has more or fewer cubes than the original set. Student knows which set has more/ fewer by looking at the sets, but does not associate more/fewer with the heights of the pans on the pan balance. Student makes unequal sets with ease and understands that the lower pan contains the greater amount. Observations/Documentation
Patterning%20Master%2019%20Activity%2010%20Assessment.docx