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Add and subtract fractions with unlike denominators

Unreviewed draft3-5, 6-8Percent accuracy
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Percent of attempted items answered correctly.

Measurement method

Scoring completed student work (permanent products) against a defined answer key or checklist.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, given 10 fraction addition and subtraction problems with unlike denominators, the student will write the sum or difference for each problem independently with at least 80% accuracy on fraction addition and subtraction problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.

Baseline: 30% accuracy.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Percent accuracy is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Work-sample analysis can produce percent accuracy data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Fractions.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
Fits students who add numerators and denominators straight across or who cannot find a common denominator. Present levels, including equivalent-fraction skills, decide the starting point; grade does not.
Baseline considerations
Score like-denominator and unlike-denominator items separately. Decide in advance whether answers must be simplified, and apply that rule the same way every time.
Usage notes
Accept any correct equivalent answer unless simplest form is part of the goal. Fraction strips suit early stages; the step card suits students working symbolically.
Known limitations
Accuracy on computation does not show whether the student can apply fraction operations in word problems. Mixed numbers add a separate set of steps.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID ma-fr-005.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Accuracy tracker. Your goal is scored as percent correct, so the sheet records number correct and number attempted.

Accuracy tracker

Percent accuracy
Student label:
 
Target:
with at least 80% accuracy on fraction addition and subtraction problems
Mastery rule:
on 3 of 4 consecutive weekly work samples
Collection schedule:
weekly
Method:
Work-sample analysis
Data collector:
 

Goal: By the annual IEP review date, given 10 fraction addition and subtraction problems with unlike denominators, the student will write the sum or difference for each problem independently with at least 80% accuracy on fraction addition and subtraction problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.

Accuracy tracker
DateTask / materials# correct# attempted% accuracycorrect ÷ attempted × 100Support levele.g., independent, 1 verbal promptNotes

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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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