Write subtraction facts on a timed probe
When to use this goal
For students whose addition facts are becoming fluent but who still count back on fingers for subtraction. Low accuracy calls for a strategy goal first; probe data set the fact range.
- Baseline
- Give three probes across a week and use the median. Compare with the student's addition fact rate; a large gap suggests teaching subtraction through related addition facts (think-addition) rather than more timed practice alone.
- Tips
- Keep the probe format identical to the addition probe so rates are comparable. Count self-corrections made during the timing as correct.
- Limits
- Rate on isolated facts does not show use in multi-digit subtraction or word problems. Writing speed caps written rates; consider an oral version if handwriting is a barrier.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-009.
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Goal
By the annual IEP review date, given a 2-minute probe of mixed subtraction facts with minuends to 20 (total divided by 2 for the per-minute rate), the student will write the difference for each subtraction fact independently at a rate of at least 18 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 6 digits correct per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Curriculum-based measurement gives rate (per minute) 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
- 6 digits correct per minute.
- Annual goal382 characters
- By the annual IEP review date, given a 2-minute probe of mixed subtraction facts with minuends to 20 (total divided by 2 for the per-minute rate), the student will write the difference for each subtraction fact independently at a rate of at least 18 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 2-minute probe of mixed subtraction facts with minuends to 20 (total divided by 2 for the per-minute rate)
- Behavior
- The student will write the difference for each subtraction fact independently
- Criteria
- At a rate of at least 18 digits correct per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
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Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 18 digits correct per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given a 2-minute probe of mixed subtraction facts with minuends to 20 (total divided by 2 for the per-minute rate), the student will write the difference for each subtraction fact independently at a rate of at least 18 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: digits correct per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.