Solve a system by graphing on a calculator
When to use this goal
For high school students who can graph one line but cannot find where two lines meet, or who need a calculator because hand graphing is a barrier. Present levels in entering equations on a graphing calculator decide fit.
- Baseline
- Use systems with integer solutions inside the standard window first. Mark each step. Adjusting the window is the step most often needing help.
- Tips
- Graphing calculators are allowed on many tests; this goal teaches a tool the student can use independently. Keystroke cards match the student's calculator model.
- Limits
- Covers one calculator routine; menus differ by model and app. Does not cover algebraic methods (ma-alg-033 and ma-alg-034).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-032.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a system of two linear equations in slope-intercept form and a graphing calculator, the student will find the solution of the system on the graphing calculator and write it as an ordered pair, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 8 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 8 steps independently.
- Annual goal372 characters
- By the annual IEP review date, given a system of two linear equations in slope-intercept form and a graphing calculator, the student will find the solution of the system on the graphing calculator and write it as an ordered pair, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a system of two linear equations in slope-intercept form and a graphing calculator
- Behavior
- The student will find the solution of the system on the graphing calculator and write it as an ordered pair
- Criteria
- Performing at least 7 of 8 steps independently, across 3 consecutive weekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a system of two linear equations in slope-intercept form and a graphing calculator, the student will find the solution of the system on the graphing calculator and write it as an ordered pair, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Rewrite each equation in y equals form if needed | ||||||||
| 2. Enter the first equation as Y1 | ||||||||
| 3. Enter the second equation as Y2 | ||||||||
| 4. Graph and adjust the window until the crossing point shows | ||||||||
| 5. Open the intersect tool | ||||||||
| 6. Select the first line, the second line and a guess | ||||||||
| 7. Write the solution as an ordered pair | ||||||||
| 8. Check the ordered pair in both original equations | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.