Use a taught strategy to solve unknown subtraction facts
When to use this goal
For students who count all the objects or guess on subtraction facts they have not memorized. Choose the strategy from what the student already does with addition in present levels.
- Baseline
- Present 10 unknown facts and record the strategy used (count all, count back, think addition, subtract to ten, recall, guess) and whether the answer was correct. Score an opportunity only when the named strategy is used and the answer is right.
- Tips
- Pick one strategy for the goal and ask the student to say or show the steps so it is observable. Counting back works for small differences; think-addition is more efficient for facts like 15 - 8.
- Limits
- Strategy use is a step toward fluency, not the end point; follow with a rate goal once accuracy is stable. Observers need a shared definition of what counts as using the strategy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-010.
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Goal
By the annual IEP review date, when given a subtraction fact within 20 that the student does not yet recall automatically, the student will solve the fact by counting back from the larger number independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 3 of 10 opportunities.
- Annual goal361 characters
- By the annual IEP review date, when given a subtraction fact within 20 that the student does not yet recall automatically, the student will solve the fact by counting back from the larger number independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a subtraction fact within 20 that the student does not yet recall automatically
- Behavior
- The student will solve the fact by counting back from the larger number independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a subtraction fact within 20 that the student does not yet recall automatically, the student will solve the fact by counting back from the larger number independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.