Learning Goals and Objectives

Introduction

Oklahoma is in its second year of a transition phase. We are moving from Priority Access Student Skills to Common Core State Standards. These CCSS align more closely to the National Council of Teachers of Mathematics standards and new national standards. CCSS incorporate writing skills with mathematic skills. The goals and objectives I have written align with CCSS and with PASS, as well as the curriculum.

Goals and Objectives

1. The student will use formulas to represent the area of geometric two-dimension figures. (Oklahoma State Department of Education, 2012)

a. Given a set of two-dimension figures, the student will explain in writing the steps necessary to find the area of a simple two-dimensional figure, 8 of 10 attempts.

b. Given a set of two-dimension figures, the student will demonstrate skill mastery by applying

the correct formula when translating a word problem to numeric expression, 8 of 10 attempts.

c. Given a figure and some of the information for area of a two- dimension figure, the student

will apply the formula and find the missing information 8 of 10 attempts.

d. The student will demonstrate skill mastery by applying area formulae to find the area of complex two-dimension figures in real life situations 8 of 10 attempts.

2. The student will prove geometric theorems applied to area, perimeter, and similarity. (Oklahoma State Department of Education, 2012)

a. When given a geometric theorem, the student will prove it algebraically, 8 of 10 attempts.

b. When given a geometric theorem, the student will provide a logical proof, 8 of 10 attempts.

3. The student will apply geometric concepts in modeling situations.

a. When given a real life situation, student will demonstrate mastery of concept of area by

correctly applying the formulae needed to solve the problem 8 of 10 attempts.

b. When given a description of a real life problem, the student will use geometric terms to describe the problem so that they can supply the appropriate formulae to solve the problem 8 of 10 attempts.

Discussion

These goals and objectives will drive my instruction. Having been a teacher 25 years, I have learned that can be a mediocre teacher who reads the textbook to the students, or a great teacher who plans, sets goals for the students to meet and uses those goals to help students learn new skills and how to use those skills. Another reason goals and objectives drive my instruction is I have always taught Special Education and in writing Individual Education Plans, I had to learn to consider what my students needed to learn in a school year, how they would demonstrate that knowledge, then how I would use that information to direct my instruction. I have always known how to write goals, objectives and lesson plans, and that the higher I set my goals for the students and taught to those goals, the more the students stepped up and met those goals. Teaching a core curriculum class to non-special needs students is not different; I just have to set my goals even higher.

These goals and objectives have two more purposes. First, the goals are directly from the Oklahoma state standards—CCSS. These goals are just two of the Geometry standards students must meet to pass the End-Of-Instruction examinations. Second, the objectives are the criteria I believe the students

should be able to perform to demonstrate mastery. For this unit, students have to learn the formulae for the area of a parallelogram, triangle, trapezoid, kite, rhombus, circle, sector of a circle, a regular polygon, similar figures. They have to know how to use the formula and given information and be able to find a missing piece of information.

Bibliography

Oklahoma State Department of Education. (2012). Common Core State Standards for Mathematics. Retrieved April 1, 2013, from Oklahoma State Department of Education: www.ok.gov