Add and subtract on a Cranmer abacus
When to use this goal
For abacus users who set and clear numbers reliably and are learning addition and subtraction with regrouping. Present levels in setting numbers and in the math facts decide fit.
- Baseline
- Time a 3-minute probe of problems at the class level and divide correct answers by minutes. Note errors in the rules for fives and regrouping, which tell you what to reteach.
- Tips
- Rate matters because the abacus is used in class with peers who compute on paper. Use the same number of problems and timing every probe.
- Limits
- Rate does not show method; watch at least some problems to check the abacus rules are used. The template does not cover multiplication or division on the abacus.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-023.
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Goal
By the annual IEP review date, given a set of addition and subtraction problems read aloud or in braille, with a Cranmer abacus, during a timed practice, the student will compute each problem on the abacus and say or braille the answer independently at a rate of at least 3 problems correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Baseline: 1 problems correct per minute.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives rate (per minute) data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Braille Literacy.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Braille Literacy
- Baseline
- 1 problems correct per minute.
- Annual goal385 characters
- By the annual IEP review date, given a set of addition and subtraction problems read aloud or in braille, with a Cranmer abacus, during a timed practice, the student will compute each problem on the abacus and say or braille the answer independently at a rate of at least 3 problems correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a set of addition and subtraction problems read aloud or in braille, with a Cranmer abacus, during a timed practice
- Behavior
- The student will compute each problem on the abacus and say or braille the answer independently
- Criteria
- At a rate of at least 3 problems correct per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Timed probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 3 problems correct per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a set of addition and subtraction problems read aloud or in braille, with a Cranmer abacus, during a timed practice, the student will compute each problem on the abacus and say or braille the answer independently at a rate of at least 3 problems correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: problems correct per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.