Continue a number pattern and write its rule
When to use this goal
For students who extend object patterns but cannot find what is happening in 3, 7, 11, 15 or write the rule. Present levels in addition and subtraction within the pattern's range decide the number sizes.
- Baseline
- Score the terms and the rule separately; many students continue correctly but cannot state the rule. Include decreasing patterns and patterns that start at a number other than the rule (for example, 4, 9, 14), which expose a start-at-zero assumption.
- Tips
- Writing the differences between terms is the taught method and leads to function tables. Skip counting from the number sense skill is the foundation.
- Limits
- Does not include patterns with two-step rules or geometric growth unless written in. Rules can be stated in different words; agree on acceptable forms.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-003.
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Goal
By the annual IEP review date, given 10 number patterns with a constant addition or subtraction rule, each showing five terms, the student will write the next three terms and the rule for each pattern independently with at least 85% accuracy on number patterns, 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 Patterns, Data & Graphs.
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 - Patterns, Data & Graphs
- Baseline
- 30% accuracy.
- Annual goal354 characters
- By the annual IEP review date, given 10 number patterns with a constant addition or subtraction rule, each showing five terms, the student will write the next three terms and the rule for each pattern independently with at least 85% accuracy on number patterns, 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 number patterns with a constant addition or subtraction rule, each showing five terms
- Behavior
- The student will write the next three terms and the rule for each pattern independently
- Criteria
- With at least 85% accuracy on number patterns, 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 number patterns
- 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 number patterns with a constant addition or subtraction rule, each showing five terms, the student will write the next three terms and the rule for each pattern independently with at least 85% accuracy on number patterns, 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.