As teachers, we not only need to have goals for our students but we also need objectives. Objectives are similar to goals only they are more specified to a specific unit of study. Objectives should be clear and concise and they should include three things: an observable behavior, any conditions and the performance level. The observable behavior will be a verb explaining what the child is expected to DO. The conditions will be what the child is given in order to perform this objective such as a reading and the performance level is the time given to perform for example. (Kubiszyn, 2009). The three learning objectives I plan to discuss math related and are geared towards a third grade level:

- Given a variety of coins, the student must be able to use the coins to make change up to a dollar and use the least amount of coins within a minutes time.

**Test Items:**

*True/False:*Here are three different combinations of coins equalling a certain amount. Circle T if you cannot make a combination of coins to equal the end amount with less coins and circle F if there is another way to make the desired change with fewer coins.

1. 1 quarter+3 dimes (4 coins) =55 cents T F

2. 2 dimes+4 pennies (6 coins)= 24 cents T F

2. *Matching: *Match the coins in one column to the amount it equals in the other column.

Coins Total

___ 1. 3 quarters+2 pennies a. 62 cents

___ 2. 5 dimes+2 nickels+2 pennies b. 93 cents

___ 3. 8 pennies+3 nickels c. 77 cents

___ 4. 2 quarters+4 dimes+3 pennies d. 23 cents

3. *Multiple choice: *Choose the least amount of coins to make up the given total:

1. 45 cents

a. 4 dimes+1 nickel

b. 1 quarter+ 2 dimes

c. 8 nickels

d. 1 quarter+1 dime

**Essay Item**

You are asked to make 73 cents. How would you make this change and why? What would be another way to make this change and why might a person need to make change a different way?

- Given objects in the classroom that are less than a foot in length, the student will be able to determine the measurment to the nearest centemeter within a minutes time.

**Test Items:**

*Completion/short answer:*Measure the following items and record their measurement to the nearest centemeter in the space provided.

1. Stapler ______________________

2. New #2 pencil ______________________

3. Glue stick ______________________

2. *True/False: *Given a classroom object and a measurement, circle T if the measurment is correct to the nearest centemeter and circle F if it is not.

1. Eraser; 1 5/8ths inches T F

2. Paper clip; 1 1/8th inches T F

3. *Multiple Choice: *Choose the best measurement for the classroom object given:

1. Chalkboard eraser:

a. 4 1/2 inches

b. 5 1/8ths inches

c. 4 3/8ths inches

d. 3 7/8ths inches

**Essay Item**

Why is it so important to know how to read a ruler? What would happen if a carpenter did not know how to use measurements correctly?

- At any point during the day, the student will be able to tell the time on an analog clock to the nearest minute within a few seconds.

**Test Items**

*Completion/short answer:*Using the clocks provided, write what time it is for each clock.

2. *Multiple choice: *Using the clock, choose what time is shown from the choices.

1. (clock here)

a. 2:45

b. 2:47

c. 3:47

d. 1:47

3. *Matching: *Match the clock with its time.

1. ____ 1. (clock shown here) a. 3:16

2. ____ 2. (clock shown here) b. 7:34

3. ____ 3. (clock shown here) c. 12:52

4. ____ 4. (clock shown here) d. 8:19

**Essay Item**

Why is it so important to know how to tell time? How do you think people measured time before there were clocks? Since there are dfferent time zones and people in New York are one hour ahead of us, do those people have the same number of hours in a day that we do?

References

Clock Worksheet 3. Retrieved from **http://www.homeschoolmath.net/worksheets/table-clock.phpop=1&col=3&row=4&type=4&font=Default&FontSize=12pt&pad=10&ptitle=&Submit=Submit**

Kubiszyn, Tom (2009, 10). *Educational Testing and Measurement: Classroom Application and Practice. *VitalSource Bookshelf. Retrieved from http://online.vitalsource.com/books/9780470571880/page/110

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