Estimate sums and differences by rounding
When to use this goal
For students who can round but never use it, or who compute exact answers when the situation only needs a close one. Present levels in rounding to tens and hundreds should be secure.
- Baseline
- Decide the scoring rule before baseline: an estimate is correct when both numbers are rounded to the stated place and the operation is right, or when the estimate falls within a set distance of the exact answer. Record which rule you use and keep it.
- Tips
- Estimating first and then computing lets the student compare the two, which is the whole point. For functional use, the "about how much" question in a store is the real test; add a community check if that is the purpose.
- Limits
- Estimation has no single right answer, so scoring depends on the rule chosen; two adults should agree on it. Does not measure exact computation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-020.
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Goal
By the annual IEP review date, given 10 addition and subtraction problems with two- and three-digit numbers and the direction to estimate before solving, the student will round each number, write the estimated sum or difference, and then write the exact answer independently with at least 80% accuracy on estimates, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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
- 30% accuracy.
- Annual goal408 characters
- By the annual IEP review date, given 10 addition and subtraction problems with two- and three-digit numbers and the direction to estimate before solving, the student will round each number, write the estimated sum or difference, and then write the exact answer independently with at least 80% accuracy on estimates, 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- and three-digit numbers and the direction to estimate before solving
- Behavior
- The student will round each number, write the estimated sum or difference, and then write the exact answer independently
- Criteria
- With at least 80% accuracy on estimates, 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 80% accuracy on estimates
- 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- and three-digit numbers and the direction to estimate before solving, the student will round each number, write the estimated sum or difference, and then write the exact answer independently with at least 80% accuracy on estimates, 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.