Build and simplify expressions with algebra tiles
When to use this goal
For middle school students who need a concrete model before symbols, often students who have not yet linked variables to quantities. Present levels in using base-ten blocks or counters for operations show readiness.
- Baseline
- Score both the tile model and the written answer. A student who builds correctly but writes incorrectly needs help moving from model to symbol, not more tile practice.
- Tips
- This follows the concrete, representational, abstract sequence; plan to draw tiles next and then move to symbols. Virtual tiles help students with fine motor needs.
- Limits
- Tile accuracy does not show symbolic fluency; pair with ma-alg-002 as the student moves on. Tiles get unwieldy with large coefficients, so keep numbers small.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-003.
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Goal
By the annual IEP review date, given algebra tiles, a work mat and 8 expressions with one variable and constants, the student will build each expression with tiles, group like tiles, remove zero pairs, and write the simplified expression independently with at least 75% accuracy on tile expressions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 25% 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 Algebra & Equations.
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
- Math - Algebra & Equations
- Baseline
- 25% accuracy.
- Annual goal401 characters
- By the annual IEP review date, given algebra tiles, a work mat and 8 expressions with one variable and constants, the student will build each expression with tiles, group like tiles, remove zero pairs, and write the simplified expression independently with at least 75% accuracy on tile expressions, 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 algebra tiles, a work mat and 8 expressions with one variable and constants
- Behavior
- The student will build each expression with tiles, group like tiles, remove zero pairs, and write the simplified expression independently
- Criteria
- With at least 75% accuracy on tile expressions, 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 75% accuracy on tile expressions
- 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 algebra tiles, a work mat and 8 expressions with one variable and constants, the student will build each expression with tiles, group like tiles, remove zero pairs, and write the simplified expression independently with at least 75% accuracy on tile expressions, 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.