Expand expressions with the distributive property
When to use this goal
For students who multiply only the first term inside parentheses or lose the negative when distributing. Present levels in multiplying integers decide fit.
- Baseline
- Record errors on the second term and sign errors separately. If the student cannot multiply integers reliably, give a calculator and note it.
- Tips
- The area model (a rectangle split into parts) shows why every term is multiplied. Arrows are a habit that cuts most errors. Follow with expressions that need distributing and combining like terms.
- Limits
- Does not include factoring out a common factor, the reverse skill. Students may distribute correctly here and still miss it inside equations.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-004.
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Goal
By the annual IEP review date, given 10 expressions of the form a number times a sum or difference in parentheses, with whole numbers, the student will draw arrows from the outside factor to each inside term and write the expanded expression independently with at least 85% accuracy on distributive property expressions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 30% 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 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
- 30% accuracy.
- Annual goal411 characters
- By the annual IEP review date, given 10 expressions of the form a number times a sum or difference in parentheses, with whole numbers, the student will draw arrows from the outside factor to each inside term and write the expanded expression independently with at least 85% accuracy on distributive property expressions, 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 expressions of the form a number times a sum or difference in parentheses, with whole numbers
- Behavior
- The student will draw arrows from the outside factor to each inside term and write the expanded expression independently
- Criteria
- With at least 85% accuracy on distributive property expressions, 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 distributive property expressions
- 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 expressions of the form a number times a sum or difference in parentheses, with whole numbers, the student will draw arrows from the outside factor to each inside term and write the expanded expression independently with at least 85% accuracy on distributive property expressions, 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.