Add and subtract on an open number line
When to use this goal
For students who can add and subtract within 20 but count by ones for larger numbers. Present levels in counting by tens from any number and in adding within 20 decide readiness.
- Baseline
- Score the answer and note whether the jumps match the numbers; correct answers from counting by ones on the line do not show the strategy. Include subtraction problems that cross a ten (52 - 17).
- Tips
- Accept any efficient set of jumps (52 - 17 as jump back 10, back 7, or back 20 and forward 3). The open line works well for subtraction by counting up.
- Limits
- Drawing the line takes time; this is a strategy goal, not a speed goal. Students with fine motor needs may use a printed line or a digital tool.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-025.
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Goal
By the annual IEP review date, given 10 two-digit addition and subtraction problems within 100 and blank lines for drawing, the student will draw jumps of tens and then ones on an open number line and write each answer independently with at least 85% accuracy on number line problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
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 goal375 characters
- By the annual IEP review date, given 10 two-digit addition and subtraction problems within 100 and blank lines for drawing, the student will draw jumps of tens and then ones on an open number line and write each answer independently with at least 85% accuracy on number line problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 two-digit addition and subtraction problems within 100 and blank lines for drawing
- Behavior
- The student will draw jumps of tens and then ones on an open number line and write each answer independently
- Criteria
- With at least 85% accuracy on number line problems, on 3 of 4 consecutive weekly probes
- 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 number line problems
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 two-digit addition and subtraction problems within 100 and blank lines for drawing, the student will draw jumps of tens and then ones on an open number line and write each answer independently with at least 85% accuracy on number line problems, on 3 of 4 consecutive weekly probes, 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.