Add and subtract multi-digit numbers with a calculator
When to use this goal
For students for whom the team has decided a calculator is the route to totals and differences in daily life and in other subjects. Base the choice on present levels in numeral reading, key location, and the student's functional goals.
- Baseline
- Watch the student work and note the error type: wrong key, missed digit, subtraction entered in reverse order, decimal point omitted for money, or answer copied wrong. Each type calls for a different support.
- Tips
- List the calculator in accommodations so it is available across settings. Add an estimation check once entry is reliable so the student notices an answer that cannot be right.
- Limits
- Calculator accuracy does not show that the student knows when to add or subtract; pair with a problem-solving goal if that is a need. Phone calculators and desk calculators have different layouts; practice on the one the student will use.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-018.
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Goal
By the annual IEP review date, given 10 addition and subtraction problems with two- to four-digit numbers, including money amounts, the student will enter each problem on a calculator in the correct order and record the displayed answer independently with at least 90% accuracy on calculator problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 50% 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
- 50% accuracy.
- Annual goal394 characters
- By the annual IEP review date, given 10 addition and subtraction problems with two- to four-digit numbers, including money amounts, the student will enter each problem on a calculator in the correct order and record the displayed answer independently with at least 90% accuracy on calculator problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 addition and subtraction problems with two- to four-digit numbers, including money amounts
- Behavior
- The student will enter each problem on a calculator in the correct order and record the displayed answer independently
- Criteria
- With at least 90% accuracy on calculator problems, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 calculator problems
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 addition and subtraction problems with two- to four-digit numbers, including money amounts, the student will enter each problem on a calculator in the correct order and record the displayed answer independently with at least 90% accuracy on calculator problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.