Explain an order of operations error in writing
When to use this goal
For students who get order of operations items right by a memorized phrase but cannot say why a step is wrong. Writing about an error shows the reasoning. Present levels, not grade, decide fit; let the student dictate if writing is a barrier.
- Baseline
- Give two or three error items and average the rubric scores. Use common errors: working strictly left to right, multiplying before an earlier division, or skipping the exponent.
- Tips
- Mix in the student's own errors from classwork. Once order of operations is steady, the same rubric format works for errors in solved equations.
- Limits
- Written explanations depend on writing skill; allow dictation to keep the focus on math. One item gives little data, so give two or three items each probe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-047.
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Goal
By the annual IEP review date, given a worked expression with one order of operations error, such as adding before multiplying, the student will write which step is wrong, explain the rule that was broken, and rework the expression correctly independently, earning a score of at least 5 out of 6 on a 6-point error analysis rubric, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 6 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
- 2 out of 6 rubric points.
- Annual goal437 characters
- By the annual IEP review date, given a worked expression with one order of operations error, such as adding before multiplying, the student will write which step is wrong, explain the rule that was broken, and rework the expression correctly independently, earning a score of at least 5 out of 6 on a 6-point error analysis rubric, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a worked expression with one order of operations error, such as adding before multiplying
- Behavior
- The student will write which step is wrong, explain the rule that was broken, and rework the expression correctly independently
- Criteria
- Earning a score of at least 5 out of 6 on a 6-point error analysis rubric, in 3 of 4 consecutive biweekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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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 5 out of 6 on a 6-point error analysis rubric
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a worked expression with one order of operations error, such as adding before multiplying, the student will write which step is wrong, explain the rule that was broken, and rework the expression correctly independently, earning a score of at least 5 out of 6 on a 6-point error analysis rubric, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names the step with the error (0 to 2) | Explains in words the order rule that was broken (0 to 2) | Reworks the expression to the correct value (0 to 2) | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 6-point error analysis rubric. 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.