Solve how-many-more and how-many-fewer problems
When to use this goal
For students who solve join and separate problems but add every time they hear "more" in a compare problem. Present levels in solving join and separate problems decide readiness.
- Baseline
- Include problems where "more" means subtract ("Ana has 12. Ben has 5 more than Ana. How many does Ben have?" is addition; "how many more does Ana have than Ben?" is subtraction). Record keyword errors separately from computation errors.
- Tips
- A comparison model shows the difference as the extra part of the longer bar. Avoid teaching "more means add"; it fails on half of compare problems.
- Limits
- Covers compare problems only. Two-step problems and problems with extra information are covered under problem solving.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-028.
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Goal
By the annual IEP review date, given 8 compare story problems within 20 read aloud, each asking how many more or how many fewer, the student will draw a comparison bar model or line up two rows of counters, then write the answer with a label independently with at least 80% accuracy on compare problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal387 characters
- By the annual IEP review date, given 8 compare story problems within 20 read aloud, each asking how many more or how many fewer, the student will draw a comparison bar model or line up two rows of counters, then write the answer with a label independently with at least 80% accuracy on compare problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 compare story problems within 20 read aloud, each asking how many more or how many fewer
- Behavior
- The student will draw a comparison bar model or line up two rows of counters, then write the answer with a label independently
- Criteria
- With at least 80% accuracy on compare problems, on 3 of 4 consecutive 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 80% accuracy on compare problems
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 8 compare story problems within 20 read aloud, each asking how many more or how many fewer, the student will draw a comparison bar model or line up two rows of counters, then write the answer with a label independently with at least 80% accuracy on compare problems, on 3 of 4 consecutive 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.