Set up and solve two-step word problems
When to use this goal
For students who can solve a given two-step equation but cannot write one from a situation such as a phone plan with a flat fee plus a cost per gigabyte. Present levels on one-step setups (ma-alg-009) show readiness.
- Baseline
- Score two or three problems. The equation row usually lags the solution row; that gap is the target. Use a calculator if arithmetic is a separate need.
- Tips
- Phone plans, ride fares, hourly pay plus tips, and gym memberships are motivating contexts. The rubric shows whether the setup or the solving needs work. This links to linear functions later.
- Limits
- Few problems per probe; collect two per session. Reading level of the problem affects scores.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-010.
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Goal
By the annual IEP review date, given a two-step word problem with a starting amount and a rate, and a problem-solving organizer, the student will define the variable, write an equation that models the problem, solve it, and write the answer in a sentence with units independently, earning a score of at least 9 out of 12 on a 4-row equation setup rubric scored 0 to 3 per row, on 3 of 4 consecutive scored problems, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 4 out of 12 rubric points.
- Annual goal482 characters
- By the annual IEP review date, given a two-step word problem with a starting amount and a rate, and a problem-solving organizer, the student will define the variable, write an equation that models the problem, solve it, and write the answer in a sentence with units independently, earning a score of at least 9 out of 12 on a 4-row equation setup rubric scored 0 to 3 per row, on 3 of 4 consecutive scored problems, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a two-step word problem with a starting amount and a rate, and a problem-solving organizer
- Behavior
- The student will define the variable, write an equation that models the problem, solve it, and write the answer in a sentence with units independently
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row equation setup rubric scored 0 to 3 per row, on 3 of 4 consecutive scored problems
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 9 out of 12 on a 4-row equation setup rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive scored problems
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a two-step word problem with a starting amount and a rate, and a problem-solving organizer, the student will define the variable, write an equation that models the problem, solve it, and write the answer in a sentence with units independently, earning a score of at least 9 out of 12 on a 4-row equation setup rubric scored 0 to 3 per row, on 3 of 4 consecutive scored problems, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Variable is defined with units | Equation matches the situation | Solution steps are correct | Answer is stated in context with units | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row equation setup rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.