Tell whether a table shows a proportional relationship
When to use this goal
For seventh grade students who call any increasing table proportional. Present levels in division and in finding unit rates decide fit.
- Baseline
- Include tables that increase steadily but are not proportional (a starting fee). Score the judgment and the constant as separate items.
- Tips
- Price per item and miles per hour make proportionality concrete. On a graph, proportional lines go through zero; add that check after tables.
- Limits
- Tables with rounding errors are confusing; use exact values. Does not include writing the equation; see ma-alg-017.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-016.
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Goal
By the annual IEP review date, given 8 tables of values, some proportional and some not, and a calculator, the student will divide y by x for each row, mark the table proportional or not, and name the constant when it is proportional independently with at least 88% accuracy on proportionality judgments, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 38% 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
- 38% accuracy.
- Annual goal406 characters
- By the annual IEP review date, given 8 tables of values, some proportional and some not, and a calculator, the student will divide y by x for each row, mark the table proportional or not, and name the constant when it is proportional independently with at least 88% accuracy on proportionality judgments, 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 tables of values, some proportional and some not, and a calculator
- Behavior
- The student will divide y by x for each row, mark the table proportional or not, and name the constant when it is proportional independently
- Criteria
- With at least 88% accuracy on proportionality judgments, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 88% accuracy on proportionality judgments
- 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 tables of values, some proportional and some not, and a calculator, the student will divide y by x for each row, mark the table proportional or not, and name the constant when it is proportional independently with at least 88% accuracy on proportionality judgments, 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.