Learning Goals And Objectives 18c34
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Havilah Jones Western Governors University Task 603.2.3-02
Learning Goals and Objectives I will be doing my Teacher Work Sample in a 3rd grade classroom. I will be teaching a math unit on fractions.
Learning Goal #1: Students will be able to read and write fractions that name part of a whole or set. o Standards:
Number and Operations – Fractions: 1 “Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b” (Utah Education Network, 2011).
o Objectives:
Given a worksheet with shapes, students will be able to correctly divide shapes into equal parts and label each part’s unit fraction with at least 80% accuracy.
Given a worksheet, students will be able to correctly identify and write fractions that name a part of a whole with 80% accuracy.
Learning Goal #2: Students will be able to plot points that represent fractions on a number line. o Standards:
Number and Operations – Fractions: 2 “Understand a fraction as a number on the number line; represent fractions on a number line diagram” (Utah Education Network, 2011).
Number and Operations – Fractions: 2a “Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line” (Utah Education Network, 2011).
Number and Operations – Fractions: 2b “Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line” (Utah Education Network, 2011).
o Objective:
Given a worksheet with number lines, students will be able to plot points that represent fractions on the number lines with 75% accuracy.
Learning Goal #3: Students will be able to model equivalent fractions. o Standards:
Number and Operations – Fractions: 3 “Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size” (Utah Education Network, 2011).
Number and Operations – Fractions: 3a “Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line” (Utah Education Network, 2011).
Number and Operations – Fractions: 3b “Recognize and generate simple equivalent fractions, e.g., ½=2/4, 4/6=2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model” (Utah Education Network, 2011).
o Objective:
Given a worksheet with fractions, students will be able to determine whether two fractions are equivalent with at least 80% accuracy.
Learning Goal #4: Students will be able to compare fractions. o Standards:
Number and Operations – Fractions: 3d “Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model” (Utah Education Network, 2011).
o Objective:
Given a worksheet with fractions and models of fractions, students will be able to compare fractions using the symbols >, =, and < with at least 80% accuracy.
How These Learning Goals and Objectives are Aligned to the Unit The first learning goal and objectives are meant to help introduce the unit to the students. This learning goal will also give the students a firm foundation to lean on when we move on to the other learning goals. Students will become familiar with what fractions are and will be able to practice using this knowledge in order to more fully understand how fractions work. As stated in the standard, it is important for the students to be able to understand what a unit fraction is and be able to distinguish between unit fractions and other fractions. The second learning goal and objective will give a greater understanding of fractions to the students and will prepare them for the following learning goals within the unit. It is important for students to be able to see how a fraction is less than one whole. Learning how to view fractions on a number line will reinforce the concept. Plotting fractions on a number line will give students the ability to complete more complex tasks later in the unit (such as finding equivalent fractions and comparing fractions). The third learning goal and objective aligns to the unit because it continues to build on the fractions concept. Students will need to have a firm understanding of the first two learning goals in order to be able to grasp the concept of equivalent fractions. Students will be shown a variety of ways to show equivalent fractions (i.e. through models or using a number line). This learning goal helps to reinforce the previous learning goals and prepares the students for the final learning goal in the unit. The final learning goal and objective asks students to learn how to compare fractions using the symbols >, =, and <. This learning goal and objective allows students to take what they have already learned about fractions and apply their knowledge on a deeper level in order to
determine how two fractions relate to each other. This learning goal and objective align to the unit because it not only teaches students more about fractions, but allows them to develop a more firm sense of fractions in general.
References Utah Education Network (2011). Mathematics Grade 3. Retrieved from http://www.uen.org/core/core.do?courseNum=5130
Learning Goals and Objectives I will be doing my Teacher Work Sample in a 3rd grade classroom. I will be teaching a math unit on fractions.
Learning Goal #1: Students will be able to read and write fractions that name part of a whole or set. o Standards:
Number and Operations – Fractions: 1 “Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b” (Utah Education Network, 2011).
o Objectives:
Given a worksheet with shapes, students will be able to correctly divide shapes into equal parts and label each part’s unit fraction with at least 80% accuracy.
Given a worksheet, students will be able to correctly identify and write fractions that name a part of a whole with 80% accuracy.
Learning Goal #2: Students will be able to plot points that represent fractions on a number line. o Standards:
Number and Operations – Fractions: 2 “Understand a fraction as a number on the number line; represent fractions on a number line diagram” (Utah Education Network, 2011).
Number and Operations – Fractions: 2a “Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line” (Utah Education Network, 2011).
Number and Operations – Fractions: 2b “Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line” (Utah Education Network, 2011).
o Objective:
Given a worksheet with number lines, students will be able to plot points that represent fractions on the number lines with 75% accuracy.
Learning Goal #3: Students will be able to model equivalent fractions. o Standards:
Number and Operations – Fractions: 3 “Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size” (Utah Education Network, 2011).
Number and Operations – Fractions: 3a “Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line” (Utah Education Network, 2011).
Number and Operations – Fractions: 3b “Recognize and generate simple equivalent fractions, e.g., ½=2/4, 4/6=2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model” (Utah Education Network, 2011).
o Objective:
Given a worksheet with fractions, students will be able to determine whether two fractions are equivalent with at least 80% accuracy.
Learning Goal #4: Students will be able to compare fractions. o Standards:
Number and Operations – Fractions: 3d “Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model” (Utah Education Network, 2011).
o Objective:
Given a worksheet with fractions and models of fractions, students will be able to compare fractions using the symbols >, =, and < with at least 80% accuracy.
How These Learning Goals and Objectives are Aligned to the Unit The first learning goal and objectives are meant to help introduce the unit to the students. This learning goal will also give the students a firm foundation to lean on when we move on to the other learning goals. Students will become familiar with what fractions are and will be able to practice using this knowledge in order to more fully understand how fractions work. As stated in the standard, it is important for the students to be able to understand what a unit fraction is and be able to distinguish between unit fractions and other fractions. The second learning goal and objective will give a greater understanding of fractions to the students and will prepare them for the following learning goals within the unit. It is important for students to be able to see how a fraction is less than one whole. Learning how to view fractions on a number line will reinforce the concept. Plotting fractions on a number line will give students the ability to complete more complex tasks later in the unit (such as finding equivalent fractions and comparing fractions). The third learning goal and objective aligns to the unit because it continues to build on the fractions concept. Students will need to have a firm understanding of the first two learning goals in order to be able to grasp the concept of equivalent fractions. Students will be shown a variety of ways to show equivalent fractions (i.e. through models or using a number line). This learning goal helps to reinforce the previous learning goals and prepares the students for the final learning goal in the unit. The final learning goal and objective asks students to learn how to compare fractions using the symbols >, =, and <. This learning goal and objective allows students to take what they have already learned about fractions and apply their knowledge on a deeper level in order to
determine how two fractions relate to each other. This learning goal and objective align to the unit because it not only teaches students more about fractions, but allows them to develop a more firm sense of fractions in general.
References Utah Education Network (2011). Mathematics Grade 3. Retrieved from http://www.uen.org/core/core.do?courseNum=5130
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