Solve equations with variables on both sides
When to use this goal
For high school students who solve equations with one variable term but stall when x appears on both sides. Present levels in two-step equations and combining like terms show readiness.
- Baseline
- Score the solution and the check separately. Record whether errors come from moving the variable term (sign errors) or from later steps.
- Tips
- Teach moving the smaller variable term to avoid negatives at first. Include special cases (no solution, all numbers) only after the basic type is solid.
- Limits
- Eight problems take time; probes are biweekly. Does not include literal equations.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-022.
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Goal
By the annual IEP review date, given 8 equations with variable terms on both sides and integer solutions, the student will move variable terms to one side, solve, and check the solution by substitution independently with at least 75% accuracy on variables-on-both-sides 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 goal382 characters
- By the annual IEP review date, given 8 equations with variable terms on both sides and integer solutions, the student will move variable terms to one side, solve, and check the solution by substitution independently with at least 75% accuracy on variables-on-both-sides 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 equations with variable terms on both sides and integer solutions
- Behavior
- The student will move variable terms to one side, solve, and check the solution by substitution independently
- Criteria
- With at least 75% accuracy on variables-on-both-sides 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 variables-on-both-sides 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 equations with variable terms on both sides and integer solutions, the student will move variable terms to one side, solve, and check the solution by substitution independently with at least 75% accuracy on variables-on-both-sides 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.