Add and subtract two-digit numbers without regrouping
When to use this goal
For students who know facts within 10 or use a reliable strategy and are ready to work in columns but mix up tens and ones. Present levels in place value with tens and ones decide readiness.
- Baseline
- Record column errors (adding a tens digit to a ones digit) separately from fact errors. Include problems with a one-digit number (34 + 5) so alignment is tested.
- Tips
- Start in the ones column even when it is not needed yet, so the habit is in place for regrouping. Move to problems with regrouping (ma-as-003) once this is steady.
- Limits
- Without regrouping, students can get correct answers working left to right; this goal does not prepare them for regrouping unless the ones-first order is taught.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-030.
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Goal
By the annual IEP review date, given 10 two-digit addition and subtraction problems that do not need regrouping, written in columns, the student will add or subtract the ones, then the tens, and write each answer independently with at least 90% accuracy on two-digit problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal367 characters
- By the annual IEP review date, given 10 two-digit addition and subtraction problems that do not need regrouping, written in columns, the student will add or subtract the ones, then the tens, and write each answer independently with at least 90% accuracy on two-digit 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 that do not need regrouping, written in columns
- Behavior
- The student will add or subtract the ones, then the tens, and write each answer independently
- Criteria
- With at least 90% accuracy on two-digit problems, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on two-digit 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 that do not need regrouping, written in columns, the student will add or subtract the ones, then the tens, and write each answer independently with at least 90% accuracy on two-digit 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.