Add and subtract decimals, including money amounts
When to use this goal
For students who add whole numbers correctly but line decimals up by the right edge (adding 3.5 and 1.25 as 3.5 and 12.5), or who drop the decimal point in the answer. Present levels in decimal place value decide whether to start with money only.
- Baseline
- Present problems horizontally so alignment is the student's job, and include whole numbers mixed with decimals (for example, 6 - 2.75). Sort errors into alignment, missing decimal point, and regrouping; alignment errors are the usual cause.
- Tips
- Money gives the decimal point a meaning for most students, so start there. For older students, bank statements and receipts are natural item sets and connect to budgeting goals.
- Limits
- Does not cover multiplying or dividing decimals. Calculator use changes the task to entry accuracy; if a calculator is the agreed tool, write that goal instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-016.
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Goal
By the annual IEP review date, given 10 addition and subtraction problems with decimals to the hundredths, including numbers with different numbers of decimal places, the student will rewrite each problem with the decimal points aligned and write the correct answer independently with at least 85% accuracy on decimal problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal424 characters
- By the annual IEP review date, given 10 addition and subtraction problems with decimals to the hundredths, including numbers with different numbers of decimal places, the student will rewrite each problem with the decimal points aligned and write the correct answer independently with at least 85% accuracy on decimal problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 addition and subtraction problems with decimals to the hundredths, including numbers with different numbers of decimal places
- Behavior
- The student will rewrite each problem with the decimal points aligned and write the correct answer independently
- Criteria
- With at least 85% accuracy on decimal problems, on 3 of 4 consecutive weekly work samples
- 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 85% accuracy on decimal problems
- Mastery rule:
- on 3 of 4 consecutive weekly work samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 addition and subtraction problems with decimals to the hundredths, including numbers with different numbers of decimal places, the student will rewrite each problem with the decimal points aligned and write the correct answer independently with at least 85% accuracy on decimal problems, on 3 of 4 consecutive weekly work samples, 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.