Goals
Course Title – Money Matters
Lesson Title – Short, Intermediate, and Long-term Goals
Performance Objectives:
Upon completion of this assignment, the student will be able to understand goal
setting.
Specific Objective :
As a result of this lesson, the student will:
1. Differentiate between short, intermediate, and long term financial goals
2. Demonstrate the components of the goal setting process.
3. Identify an evaluation process to determine if changes are needed in the
students’ goals.
Approximate Time:
Instruction time: 60 minutes, which may vary depending on teaching style.
Activities will also affect time needed to complete lesson – depending on the
number and nature of activities chosen.
TEKS Correlations: 130.162.(c)(10)(A)-(C), (11)(A)-(J), (13)(C)
Occupational Correlation (O*Net – http://www.onetonline.org/)
13-2052.00 - Personal Financial Advisors
Similar job titles: Financial Advisor, Portfolio Manager, Financial Planner,
Account Executive, Registered Representative, Investment Advisor, Financial
Consultant, Financial Counselor, Analyst, Certified Financial Planner (CFP)
Tasks

Sell financial products such as stocks, bonds, mutual funds, and insurance if
licensed to do so.

Build and maintain client bases, keeping current client plans up-to-date and
recruiting new clients on an ongoing basis.

Analyze financial information obtained from clients to determine strategies for
meeting clients' financial objectives.

Answer clients' questions about the purposes and details of financial plans
and strategies.

Review clients' accounts and plans regularly to determine whether life
changes, economic changes, or financial performance indicate a need for
plan reassessment.

Interview clients to determine their current income, expenses, insurance
coverage, tax status, financial objectives, risk tolerance, or other information
Copyright © Texas Education Agency, 2012. All rights reserved.
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needed to develop a financial plan.

Recommend strategies clients can use to achieve their financial goals and
objectives, including specific recommendations in such areas as cash
management, insurance coverage, and investment planning.

Implement financial planning recommendations or refer clients to someone
who can assist them with plan implementation.

Research and investigate available investment opportunities to determine
whether they fit into financial plans.

Explain and document for clients the types of services that are to be provided,
and the responsibilities to be taken by the personal financial advisor.
Preparation
Materials and Equipment Needed:





Goals Planning Worksheet
Goals Activity Worksheet
Quiz on Goals
Computers with internet for each student
Whiteboard/Chalkboard
Learner Preparation:
Have each student think of a personal goal – either short term or later in life.
• Give them 1-2 minutes to think of a goal and have each student write the goal
on the front board.
• Tell students that some goals take longer to achieve than others.
Accommodations for Learning Differences:
ESL: Financial Literacy Lessons for ESL Students pp. 119 & 131 – (Lesson
Resource p. 8-9). This site contains excellent goal setting activities for English
learners. In the activity, the student will set goals, cut out the goal pictures or
images associated with it, and put them into a timeline. (It might be advisable to
have all students put their goals into a timeline before your discussion on the
three categories. Lead a discussion about the time elements involved.
http://ida.neighborhoodpartnerships.org/assets/files/Financial_Literacy%20_Lessons_for_ESL_St
udents.pdf
Introduction:
Remember a goal is something for which you aim.
Goals can be organized into three categories: short term, intermediate term, and
long term.


•
Short term goals can be accomplished within the next three months.
Intermediate goals can be accomplished between three months and one
year
Long term goals anything that takes over a year to accomplish
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Activity/Outline:
Guided Practice Activity #1:


Go through each item on the board listed by the students at the beginning of
the lesson. Discuss each as short, intermediate, or long term. Write a #1
beside the short term goals, a #2 next to the intermediate goals, and a #3
next to the long term goals. Have the students decide which time frame
category the goals belong in.
Ask students to share stories if they have examples of when they were not
able to achieve their goals, and how they went about evaluating their goal if it
was still possible to achieve. Explain that many goals are composed of many
different components that need to happen in order to achieve the goal. Goals
are not just as easy as writing down a sentence.
Guided Practice Activity - #2:
Distribute one copy of the Goal Planning Worksheet (Lesson resource p. 6).
(Display slide 7) Have students pick one goal that they hope to accomplish;
short, intermediate, or long term.
Complete all action steps that are necessary in order to complete the goal.
List all resources required for each action step as well as a target completion
date for each step and the results you hope to accomplish from them.
Independent Practice Activity - #1:




Pair students or have them choose a partner
Visit website http://millercenter.org/scripps/archive/speeches
Instruct students to identify 3 or 4 goals from the speech and write them
down.
Have students come up with 2 steps that they think would need to happen in
order to achieve the goal.
Hint – it may be easiest to find goals in the beginning speeches of an
administrator, such as inaugural addresses rather than some of the later
speeches from each president.
Summary
Review:

Give each student a copy of the Smart Goals Worksheet (Lesson resource p.
11-12).
 Ask students how they could revise their goals in order to be more successful.
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Evaluation
Informal Assessment:
Observe students as they participate in the Learner Preparation activity, the
Guided Practice Activities
#1 - Classmate goal identification and classification activity, and
#2 – Goal Planning Worksheet.
* If the Extended Activity is utilized, the Goals Activity Worksheet can also be
used as a daily assessment tool.
The SMART goals planning sheet (Lesson Resource pp. 11-12) can also be
used as a daily assessment tool.
Formal Assessment:
Quiz on goals.
Extension/Enrichment:
1. Tell students they are going to play a classroom goal setting game. Set up
the classroom so students can shoot the ball into the trashcan placed about 8
feet away. This game can be modified depending on the number of students
in the class and the time allotted.
2. Tell students they have a class goal for five members of the class to make
50% of their baskets in _____ minutes. (Students will determine the time.)
3. Allow class members to determine which 5 students are shooting (this should
be part of their strategy).
4. Each of the 5 members must make at least 3 baskets.
5. ---Have students tell you a realistic time to achieve the goal. It will take 6
students less time to achieve this goal than with a class of 20 students.
6. Tell participants that each student will have 6 tries to throw the ball in the
basket.
Have students use the “Goals Activity Worksheet” to track how each person
shoots.
Additional Resources:
.
Websites:
1. " High School Program." National Endowment for Financial Education - Home.
N.p., n.d. Web. 6 Jan. 2012.
<http://www.nefe.org/HighSchoolProgram/tabid/146/Default.aspx>.
2.
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"Home." Home. N.p., n.d. Web. 6 Jan. 2012.
<http://www.simplyoutrageousyouth.net/>.
3. "Jump$tart.org | Home." Jump$tart.org | Home. N.p., n.d. Web. 6 Jan. 2012.
<http://www.jumpstart.org/>.
National Endowment for Financial Education. (2006). NEFE High School
Financial Planning Program. Greenwood Village, CO: NEFE.
The Jump$tart Coalition for Personal Financial Literacy. (2010). 2008
JUMP$TART HIGH SCHOOL SENIOR QUESTIONNAIRE
Outline
Outline (LSI Quadrant II):
Instructors can use the presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
A.
Outline
Introduction: Goals are something that you aim for.
Notes to Instructor
Use presentation as
aid.
Have students think of
a personal goal; it
could be something
they want to
accomplish today or
something later in life.
Give them 1-2 minutes
to come up with a goal
then have each student
write their goal on the
front board.
Tell students that
some goals take longer
to achieve than others.
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B. Goals can be organized into three categories:
1. Short Term – within next 3 months
2. Intermediate – 3 months to 1 year
3. Long Term – over 1 year
Use presentation as
aid.
Example 1:
short term goal - Buy
your own television
intermediate goal Buy an entertainment
center for the
television
long-term goal - have
a surround sound
stereo system installed
to go with the
television
Example 2:
short term goal - Buy
a riding lawn mower
intermediate goal Start a lawn mowing
business
long-term goal Form a partnership for
a landscaping
business.
C. Our goals can be classified as Short term,
Intermediate term, or Long term.
Use presentation as
aid.
Go through each item
on the board listed by
the students at the
beginning of the
lesson.
Discuss each one and
decide if it’s short,
intermediate, or long
term.
Write, or have
students write, a #1
beside the short term
goals, a #2 next to the
intermediate goals,
and a #3 next to the
Copyright © Texas Education Agency, 2012. All rights reserved.
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long term goals.
Have the students
decide which time
frame category the
goals belong in.
D. Evaluate goals to determine if changes are needed.
Use presentation as
aid.
Ask students to share
stories if they have
examples of when
they were not able to
achieve their goals,
and how they went
about evaluating their
goal if it was still
possible to achieve.
Explain that many
goals are composed of
many different
components that need
to happen in order to
achieve the goal.
Goals are not just as
easy as writing down a
sentence
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
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Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
1. Tell students they are going to play a classroom goal setting game. Set up
the classroom so students can shoot the ball into the trashcan placed about 8
feet away. This game can be modified depending on the number of students
in the class and the time allotted.
2. Tell students they have a class goal for five members of the class to make
50% of their baskets in _____ minutes. (Students will determine the time.)
3. Allow class members to determine which 5 students are shooting (this should
be part of their strategy).
4. Each of the 5 members must make at least 3 baskets.
5. ---Have students tell you a realistic time to achieve the goal. It will take 6
students less time to achieve this goal than with a class of 20 students.
6. Tell participants that each student will have 6 tries to throw the ball in the
basket.
7. Have students use the “Goals Activity Worksheet” (Lesson resource to track
how each person shoots.
Independent Practice (LSI Quadrant III):
1. Pair students or have them choose a partner.
2. Visit website millercenter.org/scripps/archive/speeches
3. Instruct students to identify 3 or 4 goals from the speech and write them
down.
4. Have students come up with 2 steps that they think would need to happen in
order to achieve the goal.
5. Hint – it may be easiest to find goals in the beginning speeches of an
administrator, such as inaugural addresses rather than some of the later
speeches from each president.
Summary
Review (LSI Quadrant I & IV):
Give each student a copy of the Smart Goals
Ask students how they could revise their goals in order to be more successful.
Evaluation
Informal Assessment (LS1 Quadrant III):
Instructor should observe the work ethic of individuals involved in class
discussions and the activities
Formal Assessment (LSI Quadrant III, IV):
Quiz on Goals
Copyright © Texas Education Agency, 2012. All rights reserved.
-8-
Name: ____________________ Date: _______ Period: _______
Goal Planning Worksheet



Instructions: Pick one goal that you hope to accomplish; it can be short,
intermediate, or long term.
Complete all action steps that are necessary in order to complete the goal.
List all resources required for each action step as well as a target completion
date for each step and the results you hope to accomplish from them.
Goal:______________________________________________________
__________________________________________________________
Action Steps
Resources
Required
Target
Completion
Date
1.
2.
3.
4.
5.
6.
7.
8.
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Results
Name: ____________________ Date: _______ Period: _______
Goals Activity Worksheet
Write yes if the student made the basket. Write no if the student did not make the
basket.
Student
Example
1st Try
Yes
2nd Try
No
3rd Try
Yes
4th Try
Yes
5th Try
Yes
6th Try
Yes
TOTAL
5
Student 1
Student 2
Student 3
Did you achieve your goal? __________________________
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Student 4
Student 5
Source: "IDA Initiative." Neighborhood Partnerships. N.p., n.d. Web. 17 Jan. 2012.
<http://ida.neighborhoodpartnerships.org/assets/files/Financial_Literacy%20_Lessons_for_ES
L_Students.pdf>.
Copyright © Texas Education Agency, 2012. All rights reserved.
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Source: "IDA Initiative." Neighborhood Partnerships. N.p., n.d. Web. 17 Jan. 2012.
<http://ida.neighborhoodpartnerships.org/assets/files/Financial_Literacy%20_Lessons_for_ES
L_Students.pdf>.
Copyright © Texas Education Agency, 2012. All rights reserved.
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Set Your Goal!
I, __________________________, pledge to myself, starting today, to put forth my best
effort to reach my goal. I will use my sub-goals to help me stay on task and stick to the
timeline I create. If I remain positive, I know that I will reach my goal!
1. What do you want to accomplish? Be specific.
2. What is your deadline for your goal?
3. How will you know that you have accomplished your goal?
4. How will you reward yourself for a job well done?
Think about breaking your goal into smaller steps, and use the table below to organize
your thoughts.
Sub-goal
How success will be
When you will set aside Deadline
measured
time to work
http://www.nctm.org/uploadedFiles/Lessons_and_Resources/Teaching_Tips/Goals%20as%20doc.doc
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SMART Goal Worksheet
Today’s Date: __________ Target Date: _________ Start Date: _____________
Date Achieved: _______________
Goal: ___________________________________________________________
Verify that your goal is SMART
Specific: What exactly will you accomplish?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Measurable: How will you know when you have reached this goal?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Achievable: Is achieving this goal realistic with effort and commitment? Have
you got the resources to achieve this goal? If not, how will you get them?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Relevant: Why is this goal significant to your life?
________________________________________________________________
________________________________________________________________
Timely: When will you achieve this goal?
________________________________________________________________
________________________________________________________________
________________________________________________________________
This goal is important because:
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________________________________________________________________
________________________________________________________________
The benefits of achieving this goal will be:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Take Action!
Potential Obstacles
_______________________________
Potential Solutions
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
Who are the people you will ask to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Specific Action Steps: What steps need to be taken to get you to your goal?
What?
Expected Completion Date
Completed
____________________________
__________________________
____________________________
__________________________
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Name: _____________________Date:___________________Period: _______
Quiz on Goals
Part 1: Multiple Choice – Identify the correct response to each of the
following statements. Write the letter corresponding to the correct answer
in the space provided to the left of each item.
1 ___Lisa will buy two new car tires three months from now before taking a
trip. Each tire costs $75. How long will she need to plan to achieve her
goal?
a. Short-term
b. Intermediate-term
c. Long-term
d. She won’t be able to afford the tires
2 ___Refer to question 5 above. How much will Lisa need to save each
month to reach her goal?
a. $25
b. $50
c. $75
d. $150
3 ___Juan plans to save $4,800 to help pay for college. He expects to pay
this amount for tuition and books in two years. How long will he need to
plan to achieve his goal?
a. short-term
b. intermediate-term
c. long-term
4 ___Refer to question 3 above. How much will Juan need to save each
month to reach his goal?
a. $100
b. $200
c. $400
d. $600
5 ___Shaunda wants to buy her grandmother’s car to drive back and forth to
college next year. Her grandmother agreed to sell the car for $1,200 in a
year. How long will she need to plan to achieve her goal?
a. short-term
b. intermediate-term
c. long-term
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Part 2: Short answer – Respond to the following questions in the provided
space. Write one short-term, one intermediate-term, and one long-term goal of
your own. Be sure to specify how much time you are planning to accomplish
each goal.
6 Short-term:__________________________________________________
7 Intermediate-term:____________________________________________
8 Long-term:__________________________________________________
9-10. Using the long-term goal you wrote down in the question above. Discuss
possible changes (at least 2) you could make to the goal if you were unable to
accomplish the goal. *Hint: remember the SMART goal setting process.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Quiz on Short, Intermediate, and Long-term goals – Teacher Answer KEY
1. A
2. B
3. C
4. B
5. B
6-10. Answers will vary
Sources:
National Endowment for Financial Education. (2006). NEFE High School Financial
Planning Program. Greenwood Village, CO: NEFE.
The Jump$tart Coalition for Personal Financial Literacy. (2010). 2008
JUMP$TART HIGH SCHOOL SENIOR QUESTIONNAIRE
Copyright © Texas Education Agency, 2012. All rights reserved.
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