Decide whether equations are true or false
When to use this goal
For students who read the equal sign as "the answer comes next" and so write 8 + 4 = 12 + 5 = 17 for 8 + 4 = __ + 5. Present levels in facts within 20 decide readiness.
- Baseline
- Include equations with nothing to compute (9 = 9) and equations with the answer on the left (12 = 7 + 5). Record answers that come from adding every number shown.
- Tips
- The balance picture helps: both sides must weigh the same. This idea is needed for algebra later, so it is worth fixing early.
- Limits
- True-or-false items allow guessing; ask for reasons on a few items. Does not measure fact fluency.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-034.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 12 equations within 20 such as 7 = 7, 5 + 2 = 4 + 3 and 6 + 1 = 8, with the direction to mark each true or false, the student will mark each equation true or false independently with at least 85% accuracy on equations, 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 goal348 characters
- By the annual IEP review date, given 12 equations within 20 such as 7 = 7, 5 + 2 = 4 + 3 and 6 + 1 = 8, with the direction to mark each true or false, the student will mark each equation true or false independently with at least 85% accuracy on equations, 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 12 equations within 20 such as 7 = 7, 5 + 2 = 4 + 3 and 6 + 1 = 8, with the direction to mark each true or false
- Behavior
- The student will mark each equation true or false independently
- Criteria
- With at least 85% accuracy on equations, 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 equations
- 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 12 equations within 20 such as 7 = 7, 5 + 2 = 4 + 3 and 6 + 1 = 8, with the direction to mark each true or false, the student will mark each equation true or false independently with at least 85% accuracy on equations, 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.