Solve equations using an undo-steps checklist
When to use this goal
For students who know the operations but lose the order when an equation needs more than one move, such as undoing multiplication before addition. Present levels in one-step equations near criterion show readiness.
- Baseline
- Score two or three equations with the checklist and mark each step. Undoing the coefficient first is the common order error; it shows up at the third step.
- Tips
- The checklist is a self-monitoring tool the student can keep in a notebook. Fade it by covering items once they are automatic. Accuracy across many problems is measured by the problem-solving template ma-ps-012.
- Limits
- Scores one equation's routine per probe; collect two to three per session. Equations with variables on both sides need a longer checklist (ma-alg-022).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-008.
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Goal
By the annual IEP review date, given an equation with a coefficient and a constant on one side (such as 3x + 7 = 22) and a printed undo-steps checklist, the student will solve the equation by working through each item on the undo-steps checklist, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 8 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 8 steps independently.
- Annual goal389 characters
- By the annual IEP review date, given an equation with a coefficient and a constant on one side (such as 3x + 7 = 22) and a printed undo-steps checklist, the student will solve the equation by working through each item on the undo-steps checklist, performing at least 7 of 8 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 an equation with a coefficient and a constant on one side (such as 3x + 7 = 22) and a printed undo-steps checklist
- Behavior
- The student will solve the equation by working through each item on the undo-steps checklist
- Criteria
- Performing at least 7 of 8 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 7 of 8 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 an equation with a coefficient and a constant on one side (such as 3x + 7 = 22) and a printed undo-steps checklist, the student will solve the equation by working through each item on the undo-steps checklist, performing at least 7 of 8 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. Circle the variable term | ||||||||
| 2. Name the constant on the variable side | ||||||||
| 3. Undo the constant on both sides | ||||||||
| 4. Rewrite the simpler equation | ||||||||
| 5. Undo the coefficient on both sides | ||||||||
| 6. Write the value of the variable | ||||||||
| 7. Substitute the value into the original equation | ||||||||
| 8. Write whether both sides are equal | ||||||||
| 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: 7 of 8).
- 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.