Use a calculator to total a shopping list
When to use this goal
For students who can enter numbers on a calculator and are learning to plan a purchase before reaching the register. Present levels in calculator use and reading prices with decimals decide the list length.
- Baseline
- Give 5 short lists and score each total as correct or incorrect. Watch for the common errors: skipping an item, entering cents without the decimal point, or pressing equals too early. Those decide what to teach.
- Tips
- Teach the check-off strategy so no item is skipped. A phone calculator is the tool most students will have; practice on it. Estimating by rounding to the next dollar is a useful backup when no calculator is available.
- Limits
- Sales tax changes the register total; decide whether the goal uses pre-tax totals. Totals are scored all-or-nothing per list, so partial credit must be noted separately if wanted.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-018.
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Goal
By the annual IEP review date, given a shopping list of 5 items with prices and a calculator, the student will enter each price and state the total independently with at least 90% accuracy on shopping list totals, on 3 consecutive probes of 5 lists each, as measured by work-sample analysis 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. Work-sample analysis 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 40% accuracy.
- Annual goal308 characters
- By the annual IEP review date, given a shopping list of 5 items with prices and a calculator, the student will enter each price and state the total independently with at least 90% accuracy on shopping list totals, on 3 consecutive probes of 5 lists each, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a shopping list of 5 items with prices and a calculator
- Behavior
- The student will enter each price and state the total independently
- Criteria
- With at least 90% accuracy on shopping list totals, on 3 consecutive probes of 5 lists each
- Evaluation method
- Work-sample analysis
- 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 90% accuracy on shopping list totals
- Mastery rule:
- on 3 consecutive probes of 5 lists each
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a shopping list of 5 items with prices and a calculator, the student will enter each price and state the total independently with at least 90% accuracy on shopping list totals, on 3 consecutive probes of 5 lists each, as measured by work-sample analysis 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.