Divide a shape into halves, thirds or fourths
When to use this goal
For students who name fractions from pre-drawn models but cannot make equal parts themselves, or who cut a shape into the right number of unequal pieces. Present levels with real sharing (cutting food, folding paper) decide whether to start with objects or drawings.
- Baseline
- Decide how equal the parts must be (for example, no part visibly larger than another) and keep that rule. Thirds are much harder than halves and fourths for most students; score each fraction separately before deciding what goes in the goal.
- Tips
- Folding paper gives immediate feedback on equal parts and suits students with fine motor needs better than drawing. Naming one part ("one fourth") links the action to the fraction word.
- Limits
- Measures making parts, not naming or comparing fractions. Drawing accuracy is partly a motor skill; the fold version controls for that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-007.
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Goal
By the annual IEP review date, given 10 outlines of rectangles and circles and the direction to divide each into halves, thirds or fourths, the student will draw lines that divide each shape into the stated number of equal parts and shade one part independently with at least 85% accuracy on partitioned shapes, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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 Fractions.
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 - Fractions
- Baseline
- 40% accuracy.
- Annual goal404 characters
- By the annual IEP review date, given 10 outlines of rectangles and circles and the direction to divide each into halves, thirds or fourths, the student will draw lines that divide each shape into the stated number of equal parts and shade one part independently with at least 85% accuracy on partitioned shapes, 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 outlines of rectangles and circles and the direction to divide each into halves, thirds or fourths
- Behavior
- The student will draw lines that divide each shape into the stated number of equal parts and shade one part independently
- Criteria
- With at least 85% accuracy on partitioned shapes, 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 partitioned shapes
- 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 outlines of rectangles and circles and the direction to divide each into halves, thirds or fourths, the student will draw lines that divide each shape into the stated number of equal parts and shade one part independently with at least 85% accuracy on partitioned shapes, 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.