Simplify polynomial sums and differences
When to use this goal
For high school students who combine unlike terms (x squared with x) or forget to distribute the negative when subtracting polynomials. Present levels in combining like terms decide fit.
- Baseline
- Probe sums and differences separately. Differences show whether the student distributes the negative to every term.
- Tips
- Vertical alignment works well for students who lose track of terms. Algebra tiles can model this for students who need it.
- Limits
- Multiplying polynomials is in ma-alg-038. Eight items per probe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-037.
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Goal
By the annual IEP review date, given 8 differences of two polynomials with up to 3 terms each, the student will rewrite the problem without parentheses, group like terms, and write the result in standard form independently with at least 75% accuracy on polynomial problems, 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 goal375 characters
- By the annual IEP review date, given 8 differences of two polynomials with up to 3 terms each, the student will rewrite the problem without parentheses, group like terms, and write the result in standard form independently with at least 75% accuracy on polynomial problems, 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 differences of two polynomials with up to 3 terms each
- Behavior
- The student will rewrite the problem without parentheses, group like terms, and write the result in standard form independently
- Criteria
- With at least 75% accuracy on polynomial problems, 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 polynomial problems
- 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 differences of two polynomials with up to 3 terms each, the student will rewrite the problem without parentheses, group like terms, and write the result in standard form independently with at least 75% accuracy on polynomial problems, 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.