Sample+Assessment+Obj

2. Match the correct the correct word with the correct mathematical notation. ||
 * Sample Objective Assessments **
 * ** Subordinate Skill ** || ** Performance Objective ** || ** Parallel Test Item ** ||
 * 1.3 Interpret what a negative or positive integer is || 1.3 Given a negative or positive number learners will be able to determine the difference || 1. Given a picture of a negative and positive number, learners will be able to choose the negative number.
 * 1. Assemble a T-Chart || 1. Given an 8.5x11in plain piece of paper, learners will be able to draw a two column T-Chart. || List the steps needed to create a T-Chart-see steps in instructional strategy ||
 * 2.2 List rules of addition and subtraction based on the number line || 2.2 Given a set of addition and subtraction problems with both negative and positive numbers, learners will determine the rule for adding and subtracting unlike signed numbers using the number line. || 1. Given a set of addition and subtraction problems provide and error analysis problem using common mistakes, based on the number line to evaluate what are the most common errors made when students perform operations with signed numbers. ||
 * 3.2 Demonstrate multiplying, and/or dividing two positives, two negatives, and one positive and one negative || 3.2 Given a set of multiplication and division problems with both negative and positive numbers, learners will determine the rule for multiplying and dividing unlike and like signed numbers || 1. Given a set of multiplication and division problems provide and error analysis problem using common mistakes to evaluate what are the most common errors made when students perform operations with signed numbers. ||
 * 3. Apply strategy || 3. State method for adding, subtracting, and/or multiplying, dividing two positives, two negatives, and one positive and one negative || Define the difference between why these methods are completely opposites of each other. The learner must have their students show why these methods are different because this is when the they are getting the rules confused. ||
 * 4.2 Assemble the rules and steps line by line for each operation || 4.2 Given the T-Chart graphic organizer, the learner will be able use it as a reference to determine concrete rules for solving indicated operations || Align the rules with the examples,so that a t the end of each example the learner (teacher) is going to make the student place the rule or task that was associated with it. ||