Show a situation as table, graph and equation
When to use this goal
For high school students who can make a table, a graph or an equation separately but cannot connect them for the same situation. Present levels on slope-intercept form and plotting points decide fit.
- Baseline
- Score two tasks. The last row (connections) is the target; most students can do one or two forms.
- Tips
- Use situations the student chooses when possible. Color-code the rate and the start across all forms.
- Limits
- Linear only. Each task is long, so scores come every two weeks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-043.
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Goal
By the annual IEP review date, given a linear situation described in words (such as a pool filling at a steady rate) and a four-part organizer, the student will make a table of at least 4 values, graph the points with labeled axes, write the equation, and point out where the rate and start show in each independently, earning a score of at least 10 out of 12 on a 4-row multiple representations rubric scored 0 to 3 per row, on 3 of 4 consecutive scored tasks, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 4 out of 12 rubric points.
- Annual goal528 characters
- By the annual IEP review date, given a linear situation described in words (such as a pool filling at a steady rate) and a four-part organizer, the student will make a table of at least 4 values, graph the points with labeled axes, write the equation, and point out where the rate and start show in each independently, earning a score of at least 10 out of 12 on a 4-row multiple representations rubric scored 0 to 3 per row, on 3 of 4 consecutive scored tasks, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a linear situation described in words (such as a pool filling at a steady rate) and a four-part organizer
- Behavior
- The student will make a table of at least 4 values, graph the points with labeled axes, write the equation, and point out where the rate and start show in each independently
- Criteria
- Earning a score of at least 10 out of 12 on a 4-row multiple representations rubric scored 0 to 3 per row, on 3 of 4 consecutive scored tasks
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 10 out of 12 on a 4-row multiple representations rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive scored tasks
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a linear situation described in words (such as a pool filling at a steady rate) and a four-part organizer, the student will make a table of at least 4 values, graph the points with labeled axes, write the equation, and point out where the rate and start show in each independently, earning a score of at least 10 out of 12 on a 4-row multiple representations rubric scored 0 to 3 per row, on 3 of 4 consecutive scored tasks, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Table values are correct | Graph is labeled and matches the table | Equation matches the situation | Rate and starting value are identified in each form | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row multiple representations rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.