Solve equations on a balance model
When to use this goal
For students who guess at unknowns or do an operation to one side only, and who need to see why both sides change together. Present levels in finding a missing number in addition and subtraction facts show readiness.
- Baseline
- Use equations with small whole-number answers. Mark each step independent or prompted on two or three equations. Writing the symbols is the step most often skipped.
- Tips
- The balance makes keeping both sides equal concrete. Move to drawings of the balance and then to symbols only. The accuracy template in problem-solving (ma-ps-011) measures symbolic one-step equations once the model is no longer needed.
- Limits
- Models work best with positive whole numbers. The checklist shows the routine, not speed or accuracy across many problems.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-006.
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Goal
By the annual IEP review date, given a pan balance or a balance mat with algebra tiles and an equation with one unknown, the student will solve the equation on the balance model and write each step in symbols, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 7 steps independently.
- Annual goal352 characters
- By the annual IEP review date, given a pan balance or a balance mat with algebra tiles and an equation with one unknown, the student will solve the equation on the balance model and write each step in symbols, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a pan balance or a balance mat with algebra tiles and an equation with one unknown
- Behavior
- The student will solve the equation on the balance model and write each step in symbols
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive weekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a pan balance or a balance mat with algebra tiles and an equation with one unknown, the student will solve the equation on the balance model and write each step in symbols, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Build the left side of the equation on the model | ||||||||
| 2. Build the right side of the equation on the model | ||||||||
| 3. Name what to remove or split to get the unknown alone | ||||||||
| 4. Do the same action to both sides | ||||||||
| 5. Write the new equation in symbols after each action | ||||||||
| 6. Write the value of the unknown | ||||||||
| 7. Put the value back in the original equation and check that both sides match | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.