Solve temperature, money and elevation change problems
When to use this goal
For students who can add and subtract integers on a worksheet but not in context (a temperature drops 12 degrees from 5 degrees; a balance of -$20 after a $35 deposit). Present levels in integer addition and subtraction decide readiness.
- Baseline
- Score the expression and the answer separately. Include changes that cross zero; they cause most errors.
- Tips
- A vertical number line matches thermometers and elevation. Use local weather data to make it real.
- Limits
- Reading load can mask math skill; read problems aloud when reading is not the target.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-048.
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Goal
By the annual IEP review date, given 10 word problems involving temperature changes, money owed and paid, or elevation, with text read aloud on request, the student will write an integer expression for each problem, solve it, and write the answer with a unit independently with at least 80% accuracy on integer word problems, 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 goal418 characters
- By the annual IEP review date, given 10 word problems involving temperature changes, money owed and paid, or elevation, with text read aloud on request, the student will write an integer expression for each problem, solve it, and write the answer with a unit independently with at least 80% accuracy on integer word problems, 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 10 word problems involving temperature changes, money owed and paid, or elevation, with text read aloud on request
- Behavior
- The student will write an integer expression for each problem, solve it, and write the answer with a unit independently
- Criteria
- With at least 80% accuracy on integer word problems, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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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 80% accuracy on integer word problems
- 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 10 word problems involving temperature changes, money owed and paid, or elevation, with text read aloud on request, the student will write an integer expression for each problem, solve it, and write the answer with a unit independently with at least 80% accuracy on integer word problems, 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.