Show regrouping with base-ten blocks
When to use this goal
For students who can follow the written regrouping steps but do not know why they carry or borrow, so errors go unnoticed. Present levels in flexible place value (trading a ten for ones) decide readiness.
- Baseline
- A trial is correct when the trade is made at the right time and the answer is right. Record whether the student trades when it is not needed, which shows the rule is being followed without meaning.
- Tips
- The recording behavior links the blocks to the written method. Drawings of blocks can replace real blocks in a later objective.
- Limits
- Measures concept, not speed or written accuracy. Pair with a written accuracy goal for the grade-level skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-031.
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Goal
By the annual IEP review date, given a two-digit addition or subtraction problem that needs regrouping, base-ten blocks and a place value mat, the student will build the problem with blocks, make the trade (10 ones for a ten, or a ten for 10 ones) and state the answer independently in at least 5 of 6 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 6 opportunities.
- Annual goal405 characters
- By the annual IEP review date, given a two-digit addition or subtraction problem that needs regrouping, base-ten blocks and a place value mat, the student will build the problem with blocks, make the trade (10 ones for a ten, or a ten for 10 ones) and state the answer independently in at least 5 of 6 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a two-digit addition or subtraction problem that needs regrouping, base-ten blocks and a place value mat
- Behavior
- The student will build the problem with blocks, make the trade (10 ones for a ten, or a ten for 10 ones) and state the answer independently
- Criteria
- In at least 5 of 6 trials, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 trials
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a two-digit addition or subtraction problem that needs regrouping, base-ten blocks and a place value mat, the student will build the problem with blocks, make the trade (10 ones for a ten, or a ten for 10 ones) and state the answer independently in at least 5 of 6 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.