Write a number sentence that matches a model
When to use this goal
For students who solve problems with objects but cannot record them with +, - and =, or who read the symbols interchangeably. Present levels in numeral writing and in joining or separating sets should be secure first.
- Baseline
- Score 10 items and separate three error types: wrong symbol, numbers in an order that does not match the model, and missing equals sign. A student who always writes + needs symbol meaning taught before this goal makes sense.
- Tips
- Have the student say the sentence aloud ("three plus two equals five") while writing it, which links symbol, word and action. Accept either order of addends unless the classroom requires the model order.
- Limits
- Measures notation, not computation or fluency. Picture models can be read in more than one way; agree on scoring for reasonable alternatives before collecting data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-008.
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Goal
By the annual IEP review date, given a picture or object model of joining or separating sets within 10, the student will write the matching number sentence using +, - and = independently with at least 90% accuracy on number sentences, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Baseline: 30% 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 Addition & Subtraction.
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 - Addition & Subtraction
- Baseline
- 30% accuracy.
- Annual goal318 characters
- By the annual IEP review date, given a picture or object model of joining or separating sets within 10, the student will write the matching number sentence using +, - and = independently with at least 90% accuracy on number sentences, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a picture or object model of joining or separating sets within 10
- Behavior
- The student will write the matching number sentence using +, - and = independently
- Criteria
- With at least 90% accuracy on number sentences, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 90% accuracy on number sentences
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a picture or object model of joining or separating sets within 10, the student will write the matching number sentence using +, - and = independently with at least 90% accuracy on number sentences, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
| 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.