Find missing digits in addition and subtraction
When to use this goal
For students who compute by rote and need to reason about place value and regrouping, often students who find routine work easy but stall on reasoning items. Present levels in multi-digit addition and subtraction with regrouping decide readiness.
- Baseline
- Score a problem correct only when every missing digit is right. Note whether the student starts with the ones column and uses regrouping to explain a digit.
- Tips
- Good for students who need challenge alongside support, including twice-exceptional students. Start with one missing digit per problem.
- Limits
- Trial and error can produce correct answers slowly; the explanation behavior shows reasoning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-059.
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Goal
By the annual IEP review date, given 8 two- and three-digit addition and subtraction problems with one or two digits missing, such as 4_7 + 2_5 = 712, the student will write each missing digit and check by computing the full problem independently with at least 75% accuracy on missing-digit problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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
- 25% accuracy.
- Annual goal393 characters
- By the annual IEP review date, given 8 two- and three-digit addition and subtraction problems with one or two digits missing, such as 4_7 + 2_5 = 712, the student will write each missing digit and check by computing the full problem independently with at least 75% accuracy on missing-digit 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 8 two- and three-digit addition and subtraction problems with one or two digits missing, such as 4_7 + 2_5 = 712
- Behavior
- The student will write each missing digit and check by computing the full problem independently
- Criteria
- With at least 75% accuracy on missing-digit problems, 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 75% accuracy on missing-digit 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 8 two- and three-digit addition and subtraction problems with one or two digits missing, such as 4_7 + 2_5 = 712, the student will write each missing digit and check by computing the full problem independently with at least 75% accuracy on missing-digit 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.