Evaluate numerical expressions using the order of operations
When to use this goal
For students who work left to right regardless of operation or parentheses, which produces wrong answers in pre-algebra and science formulas. Present levels in all four operations with whole numbers should be secure.
- Baseline
- Include expressions where left-to-right gives a different answer from the correct order (for example, 3 + 4 x 2), and expressions with subtraction before addition and division before multiplication, which test whether the student treats those pairs as equal-rank. Record which rule is broken on each error.
- Tips
- Showing one step per line makes errors findable and is a reasonable requirement for the goal. A calculator for the arithmetic keeps the focus on order rather than facts if that is the need.
- Limits
- Does not measure algebraic manipulation with variables. Memorized acronyms can mislead students about the equal rank of multiplication and division; the reference card should show that explicitly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-021.
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Goal
By the annual IEP review date, given 10 numerical expressions with up to four operations, parentheses and whole numbers, the student will rewrite the expression one step at a time in the correct order and write the final value independently with at least 85% accuracy on expressions, 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 goal376 characters
- By the annual IEP review date, given 10 numerical expressions with up to four operations, parentheses and whole numbers, the student will rewrite the expression one step at a time in the correct order and write the final value independently with at least 85% accuracy on expressions, 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 numerical expressions with up to four operations, parentheses and whole numbers
- Behavior
- The student will rewrite the expression one step at a time in the correct order and write the final value independently
- Criteria
- With at least 85% accuracy on expressions, 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 85% accuracy on expressions
- 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 numerical expressions with up to four operations, parentheses and whole numbers, the student will rewrite the expression one step at a time in the correct order and write the final value independently with at least 85% accuracy on expressions, 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.