Make a function table on a graphing calculator
When to use this goal
For students who make arithmetic errors filling in function tables by hand, so tables and graphs never match. Present levels in entering expressions on a calculator decide fit.
- Baseline
- Mark each step on two or three functions. Table setup is usually the step needing help.
- Tips
- Accurate tables let the student focus on patterns and graphs. The same steps apply to checking homework.
- Limits
- Covers one calculator routine. The checklist does not score interpretation of the table.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-041.
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Goal
By the annual IEP review date, given a linear or quadratic function and a graphing calculator, the student will build a table of values for the function on the calculator and copy the values asked for onto paper, performing at least 5 of 6 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 6 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
- 1 of 6 steps independently.
- Annual goal355 characters
- By the annual IEP review date, given a linear or quadratic function and a graphing calculator, the student will build a table of values for the function on the calculator and copy the values asked for onto paper, performing at least 5 of 6 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 linear or quadratic function and a graphing calculator
- Behavior
- The student will build a table of values for the function on the calculator and copy the values asked for onto paper
- Criteria
- Performing at least 5 of 6 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 5 of 6 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 linear or quadratic function and a graphing calculator, the student will build a table of values for the function on the calculator and copy the values asked for onto paper, performing at least 5 of 6 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. Enter the function as Y1 | ||||||||
| 2. Open table setup | ||||||||
| 3. Set the starting x-value and the step size | ||||||||
| 4. Open the table | ||||||||
| 5. Scroll to the x-values asked for | ||||||||
| 6. Copy the x and y values onto the paper table | ||||||||
| 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: 5 of 6).
- 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.