Subtract by counting up to the larger number
When to use this goal
For students who make regrouping errors in multi-digit subtraction and do better adding than subtracting, including older students who make change the same way. Present levels in adding to the next ten and hundred decide readiness.
- Baseline
- Include problems with zeros and problems where the numbers are close together (602 - 589). Record whether errors are in the jumps or in adding the jumps.
- Tips
- The money version is the same method cashiers use to count back change. Allow the student to choose this method on tests if the IEP team agrees.
- Limits
- Less efficient when the numbers are far apart and the smaller number is small (900 - 12). Does not teach the standard method.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-041.
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Goal
By the annual IEP review date, given 10 three-digit subtraction problems, such as 503 - 278, and blank space for an open number line, the student will count up from the smaller number to the next ten, hundred and then the larger number, add the jumps and write the difference independently with at least 85% accuracy on subtraction 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 goal432 characters
- By the annual IEP review date, given 10 three-digit subtraction problems, such as 503 - 278, and blank space for an open number line, the student will count up from the smaller number to the next ten, hundred and then the larger number, add the jumps and write the difference independently with at least 85% accuracy on subtraction 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 three-digit subtraction problems, such as 503 - 278, and blank space for an open number line
- Behavior
- The student will count up from the smaller number to the next ten, hundred and then the larger number, add the jumps and write the difference independently
- Criteria
- With at least 85% accuracy on subtraction 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 85% accuracy on subtraction 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 three-digit subtraction problems, such as 503 - 278, and blank space for an open number line, the student will count up from the smaller number to the next ten, hundred and then the larger number, add the jumps and write the difference independently with at least 85% accuracy on subtraction 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.