Add or subtract 10 and 100 mentally
When to use this goal
For students who can add 10 on paper but count by ones to do it in their heads, which shows that place value is not yet usable for mental math. Present levels in skip counting by tens from any number decide readiness.
- Baseline
- Include problems that cross a hundred (for example, 395 + 10) and problems that subtract 10 from a number with 0 in the tens place (for example, 204 - 10); those are the diagnostic items. Note the response time on each item even when scoring accuracy, because slow correct answers usually mean counting.
- Tips
- The 3-second rule distinguishes mental math from counting; state it on the data sheet. Extend to adding 20, 30 or 200 in a later objective once 10 and 100 are automatic.
- Limits
- Oral probes depend on the adult's timing and are harder to standardize than written ones. Does not show general multi-digit computation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-015.
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Goal
By the annual IEP review date, given 20 oral problems that add or subtract 10 or 100 to a number within 1,000, the student will independently say the answer within 3 seconds without writing or counting on fingers with at least 90% accuracy on mental math items, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 40% 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. Opportunity (trial) recording 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
- 40% accuracy.
- Annual goal379 characters
- By the annual IEP review date, given 20 oral problems that add or subtract 10 or 100 to a number within 1,000, the student will independently say the answer within 3 seconds without writing or counting on fingers with at least 90% accuracy on mental math items, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 oral problems that add or subtract 10 or 100 to a number within 1,000
- Behavior
- The student will independently say the answer within 3 seconds without writing or counting on fingers
- Criteria
- With at least 90% accuracy on mental math items, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on mental math items
- 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, given 20 oral problems that add or subtract 10 or 100 to a number within 1,000, the student will independently say the answer within 3 seconds without writing or counting on fingers with at least 90% accuracy on mental math items, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice 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.