Jot partial answers during multi-step mental math
When to use this goal
For students who know the facts and procedures but whose present levels show errors on multi-step mental computation because an earlier result is lost while working the next step. Use when computation is otherwise accurate on paper. Present levels and current math instruction, not grade, decide the problem types.
- Baseline
- Give five multi-step mental math items and note for each whether the student recorded the partial result and whether the final answer was correct. Compare accuracy on items with and without the jotting; that difference is the case for the strategy.
- Tips
- The scratch pad is the data: count items with a partial result written before the final answer. Any notation counts (a number, a tally, a quick sketch). Keep the strategy available on tests where scratch paper is allowed.
- Limits
- Measures strategy use, not computation accuracy; track accuracy separately or pair with a math goal. Some mental math routines discourage writing; agree with the math teacher first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-020.
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Goal
By the annual IEP review date, given multi-step mental math problems read aloud or shown briefly during a math warm-up, the student will write each partial result on a scratch pad before starting the next step independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, during the math warm-up.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Working Memory Strategies.
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
- Executive Function - Working Memory Strategies
- Baseline
- 1 of 5 opportunities.
- Annual goal383 characters
- By the annual IEP review date, given multi-step mental math problems read aloud or shown briefly during a math warm-up, the student will write each partial result on a scratch pad before starting the next step independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, during the math warm-up.
- Timeframe
- By the annual IEP review date
- Condition
- Given multi-step mental math problems read aloud or shown briefly during a math warm-up
- Behavior
- The student will write each partial result on a scratch pad before starting the next step independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, during the math warm-up
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly, during the math warm-up
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given multi-step mental math problems read aloud or shown briefly during a math warm-up, the student will write each partial result on a scratch pad before starting the next step independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, during the math warm-up.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.