Solve two-step mental math by saying each step
When to use this goal
For older students whose present levels show correct first steps but wrong final answers on two-step mental calculations (discounts, change, rounding then adding). The steps must already be taught. Present levels, not grade, decide the item difficulty.
- Baseline
- Give 10 two-step items without the strategy and score the final answers; also note where errors occur (first step, second step, or a lost first result). Repeat with the strategy taught. Errors in the first step point to a math skill need, not working memory.
- Tips
- Whispering or subvocal steps are fine; the adult may ask the student to say steps aloud during probes only. Use real contexts the student meets: sale prices, bus times, recipe amounts. Accept answers in any language the student calculates in.
- Limits
- Saying steps aloud may not be possible in all settings; pair with the written jotting strategy (ef-wm-020) for test situations. Accuracy depends on math fact fluency too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-021.
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Goal
By the annual IEP review date, given 10 spoken two-step mental math items such as finding a total and then the change, the student will solve each item by saying or whispering each step and its result before giving the final answer independently with at least 80% accuracy on two-step mental math items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 40% accuracy.
- Annual goal405 characters
- By the annual IEP review date, given 10 spoken two-step mental math items such as finding a total and then the change, the student will solve each item by saying or whispering each step and its result before giving the final answer independently with at least 80% accuracy on two-step mental math items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken two-step mental math items such as finding a total and then the change
- Behavior
- The student will solve each item by saying or whispering each step and its result before giving the final answer independently
- Criteria
- With at least 80% accuracy on two-step mental math items, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on two-step mental math items
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken two-step mental math items such as finding a total and then the change, the student will solve each item by saying or whispering each step and its result before giving the final answer independently with at least 80% accuracy on two-step mental math items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.