Check a sum or difference with the inverse operation
When to use this goal
For students who make careless computation errors and turn work in without looking back, when the team wants a self-checking habit rather than a new computation skill. Present levels should show the student can do the inverse computation.
- Baseline
- Across two or three assignments, count how many problems show any evidence of checking and whether errors that were present got corrected. A student who checks but never finds errors may be doing the check mechanically; look at whether the comparison step happens.
- Tips
- An opportunity is one problem; it is scored when the check is written and acted on, not when the original answer is right. This goal pairs naturally with an accuracy goal and often raises it.
- Limits
- Checking takes time and can frustrate students who already work slowly; keep item sets short. Does not measure computation accuracy directly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-019.
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Goal
By the annual IEP review date, after completing a set of 5 multi-digit addition or subtraction problems during independent work, the student will write the inverse operation for each problem, compare the result with the original number, and correct any mismatch independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by direct observation collected twice weekly.
Baseline: 0 of 5 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. Direct observation 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
- 0 of 5 opportunities.
- Annual goal414 characters
- By the annual IEP review date, after completing a set of 5 multi-digit addition or subtraction problems during independent work, the student will write the inverse operation for each problem, compare the result with the original number, and correct any mismatch independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After completing a set of 5 multi-digit addition or subtraction problems during independent work
- Behavior
- The student will write the inverse operation for each problem, compare the result with the original number, and correct any mismatch independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Direct observation
- 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after completing a set of 5 multi-digit addition or subtraction problems during independent work, the student will write the inverse operation for each problem, compare the result with the original number, and correct any mismatch independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by direct observation 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.