Write an equation for a one-step word problem
When to use this goal
For middle school students who solve word problems by guessing an operation, and cannot write an equation that shows the situation. Present levels in writing expressions from phrases (ma-alg-001) decide fit.
- Baseline
- Score the equation, not the solution. Accept any equivalent equation (x + 12 = 30 or 30 - 12 = x). Record whether errors come from the operation or from where the unknown goes.
- Tips
- Bar models connect the story to the equation and suit schema-based instruction. Use contexts the student knows (team scores, prices, distances). Solving is a separate skill already covered.
- Limits
- One-step problems are a starting point; two-step setups have a rubric template (ma-alg-010). Reading load can mask the math; read problems aloud and note it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-009.
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Goal
By the annual IEP review date, given 8 one-step word problems with one unknown, read aloud if needed, the student will write a let statement for the unknown and an equation that matches the problem independently with at least 75% accuracy on word problem equations, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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. 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
- 25% accuracy.
- Annual goal367 characters
- By the annual IEP review date, given 8 one-step word problems with one unknown, read aloud if needed, the student will write a let statement for the unknown and an equation that matches the problem independently with at least 75% accuracy on word problem equations, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 one-step word problems with one unknown, read aloud if needed
- Behavior
- The student will write a let statement for the unknown and an equation that matches the problem independently
- Criteria
- With at least 75% accuracy on word problem equations, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 word problem equations
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 8 one-step word problems with one unknown, read aloud if needed, the student will write a let statement for the unknown and an equation that matches the problem independently with at least 75% accuracy on word problem equations, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.