Graph a linear relationship from a table or equation and find its slope
When to use this goal
Fits algebra students who can complete a function table but cannot graph it, or who cannot read the slope and intercepts from a graph. Present levels in function tables and in plotting points in four quadrants decide readiness.
- Baseline
- Score graphing and slope-finding separately. Negative slopes read as positive and run-over-rise are the usual slope errors; a line through the origin tests whether the student finds the intercepts.
- Tips
- Real linear situations (a phone plan with a monthly fee, savings growing each week) give the slope and intercept meaning. Enlarged grids help students with fine motor or vision needs.
- Limits
- Does not include writing an equation from a graph or systems of equations. Graphing by hand is slow; a graphing tool may be an accommodation for class work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-024.
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Goal
By the annual IEP review date, given 10 linear equations or tables and a coordinate grid, with the direction to graph each line, the student will make a table of at least three points, plot them, and draw the line independently with at least 80% accuracy on graphing and slope items, 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 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
- 25% accuracy.
- Annual goal376 characters
- By the annual IEP review date, given 10 linear equations or tables and a coordinate grid, with the direction to graph each line, the student will make a table of at least three points, plot them, and draw the line independently with at least 80% accuracy on graphing and slope items, 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 linear equations or tables and a coordinate grid, with the direction to graph each line
- Behavior
- The student will make a table of at least three points, plot them, and draw the line independently
- Criteria
- With at least 80% accuracy on graphing and slope items, 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 80% accuracy on graphing and slope items
- 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 linear equations or tables and a coordinate grid, with the direction to graph each line, the student will make a table of at least three points, plot them, and draw the line independently with at least 80% accuracy on graphing and slope items, 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.