Add and subtract on a hundreds chart
When to use this goal
For students who need a visual tool to add and subtract two-digit numbers, including older students who have not mastered a written method. Present levels in finding numbers on a hundreds chart and counting by tens decide readiness.
- Baseline
- Record whether the student moves by rows for tens or counts every square. Include problems that wrap to a new row with the ones.
- Tips
- The chart can be a lasting tool for some students. Use one that matches the class layout (1 to 100 or 0 to 99).
- Limits
- Limited to numbers within 100. Wrapping across rows confuses some students; teach it on purpose.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-056.
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Goal
By the annual IEP review date, given 10 addition and subtraction problems within 100 and a hundreds chart, the student will start at the first number, move down or up rows for the tens and across for the ones, and write each answer independently with at least 90% accuracy on hundreds chart problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal391 characters
- By the annual IEP review date, given 10 addition and subtraction problems within 100 and a hundreds chart, the student will start at the first number, move down or up rows for the tens and across for the ones, and write each answer independently with at least 90% accuracy on hundreds chart 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 addition and subtraction problems within 100 and a hundreds chart
- Behavior
- The student will start at the first number, move down or up rows for the tens and across for the ones, and write each answer independently
- Criteria
- With at least 90% accuracy on hundreds chart problems, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 90% accuracy on hundreds chart 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 addition and subtraction problems within 100 and a hundreds chart, the student will start at the first number, move down or up rows for the tens and across for the ones, and write each answer independently with at least 90% accuracy on hundreds chart 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.