Multiply price by quantity on a calculator
When to use this goal
For students who total single prices and now need to cost several of the same item (three cans of soup, two bus passes). Present levels in calculator use and in the idea of groups decide fit; repeated addition is an acceptable method.
- Baseline
- Give 10 cards and note the method used. Repeated addition that reaches the right answer counts as correct.
- Tips
- Real flyers make the task meaningful. Teach a check: is the answer more than one item's price? This builds toward totaling a full list with quantities (fn-fa-018).
- Limits
- Deals (two for five dollars) need their own teaching. Does not measure deciding how many to buy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-034.
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Goal
By the annual IEP review date, given 10 cards with an item price and a quantity, and a calculator, the student will find the cost of the quantity of each item on the calculator and write it independently with at least 85% accuracy on price-by-quantity problems, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal352 characters
- By the annual IEP review date, given 10 cards with an item price and a quantity, and a calculator, the student will find the cost of the quantity of each item on the calculator and write it independently with at least 85% accuracy on price-by-quantity problems, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 cards with an item price and a quantity, and a calculator
- Behavior
- The student will find the cost of the quantity of each item on the calculator and write it independently
- Criteria
- With at least 85% accuracy on price-by-quantity problems, in 3 of 4 consecutive weekly probes
- 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 85% accuracy on price-by-quantity problems
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 cards with an item price and a quantity, and a calculator, the student will find the cost of the quantity of each item on the calculator and write it independently with at least 85% accuracy on price-by-quantity problems, in 3 of 4 consecutive weekly probes, 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.