Decide whether a value solves an equation
When to use this goal
For students who never check answers and cannot say whether a given number makes an equation true. Present levels in order of operations and substitution decide fit.
- Baseline
- Include values that are not solutions so the student cannot answer yes every time. Record errors from substituting (3x with x = 4 read as 34) and from simplifying.
- Tips
- This is the self-check every equation goal should end with. Writing parentheses around the value prevents most errors. Quick probes fit at the start of class.
- Limits
- Checking is easier than solving; a high score here does not mean the student can solve. Does not include systems.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-019.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 equations or inequalities, each with one proposed value, the student will substitute the value, simplify both sides, and write whether it is a solution independently with at least 90% accuracy on solution checks, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal343 characters
- By the annual IEP review date, given 10 equations or inequalities, each with one proposed value, the student will substitute the value, simplify both sides, and write whether it is a solution independently with at least 90% accuracy on solution checks, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 equations or inequalities, each with one proposed value
- Behavior
- The student will substitute the value, simplify both sides, and write whether it is a solution independently
- Criteria
- With at least 90% accuracy on solution checks, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 90% accuracy on solution checks
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 equations or inequalities, each with one proposed value, the student will substitute the value, simplify both sides, and write whether it is a solution independently with at least 90% accuracy on solution checks, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.